{"date":"2024-12-17","type":"Board Meeting","videoId":"isGlBUACovY","audioDuration":9690,"speakers":{"A":{"name":"Janet Lawson","role":"Outgoing Board President"},"B":{"name":"Evelyn Sanchez","role":"Executive Assistant to Superintendent / Board Secretary"},"C":{"name":"Cecilia I. Márquez","role":"Board Clerk / Trustee"},"D":{"name":"David Weekly","role":"Board Vice President / Trustee"},"E":{"name":"Elisa MacAvoy","role":"Outgoing Trustee"},"F":{"name":"Joan Dentler","role":"Staff representative for State Senator Josh Becker and Assembly Members"},"G":{"name":"David Li","role":"Newly elected Trustee"},"H":{"name":"John Baker","role":"Superintendent"},"I":{"name":"Dennis McBride","role":"Former Board Member / Community speaker"},"J":{"name":"Rick (CFO/Director of Business Services)","role":"District Chief Business Official / presenter for First Interim Budget"},"K":{"name":"Mario Rendon","role":"Staff representative for Congressman Kevin Mullin"},"L":{"name":"Elisa MacAvoy","role":"Outgoing Trustee (speaking in farewell remarks)"},"M":{"name":"Mike Wells","role":"Incoming Board President / Trustee"}},"utterances":[{"start":7580,"end":25362,"speaker":"A","text":"Welcome, everybody. Thank you for joining us. We have a crowd in the audience tonight. I'm telling you, I ran a board meeting in July of 2020 with 900 people in it, no problem, because it was on Zoom. But with this many people in the audience, you're making me nervous. Evelyn, can we have a roll call, please?"},{"start":25362,"end":25713,"speaker":"B","text":"Yes, ma'am."},{"start":27239,"end":27852,"speaker":"A","text":"Trustee Marquez."},{"start":27852,"end":29513,"speaker":"C","text":"Here. Trustee Weekly."},{"start":29513,"end":30159,"speaker":"D","text":"Present."},{"start":30159,"end":31207,"speaker":"E","text":"Trustee MacAvoy."},{"start":31207,"end":32078,"speaker":"A","text":"Present."},{"start":32078,"end":33449,"speaker":"B","text":"Vice President Wells. Here."},{"start":33449,"end":65558,"speaker":"A","text":"President Lawson. Here. Si necesita traducción en español, por favor llama al 978-990-5137 y presione 8377041, el signo de numeral, para la contraseña. The public is encouraged to pop up. The public is encouraged to speak to the board on issues of concern, whether or not the issue is on the agenda. To address the board, please complete a speaker's card. Where are they available?"},{"start":65558,"end":66107,"speaker":"G","text":"Right here."},{"start":66107,"end":89716,"speaker":"A","text":"Up front with Evelyn, and you can hand it back to her. Public— well, we'll skip that. As a reminder, the board cannot have a discussion on public comments. However, we may direct the superintendent to follow up. If you wish to speak to the board on a subject listed on the agenda, you'll be called on at the time the item is being considered by the board. Um, thank you. With that, I'm going to hand it over to Dr. Baker."},{"start":89716,"end":271999,"speaker":"H","text":"Great. Good evening, everyone. Uh, we're going to do something a little bit different this evening. So, uh, I have not done this in my tenure as a superintendent, so it's the first go-around for me in regard to how we're doing things a bit differently when new board members are coming on. And we have 2 long-term board members leaving. So I'm going to start out with, um, a little bit of information, and then I am going to allow the people who have completed speaker cards to come forward and also do their remarks. So with that, I will begin. This evening, we celebrate and recognize the incredible service and legacy of 2 exceptional members of our Redwood City School District Board of Trustees, Ms. Janet Lawson and Ms. Elisa MacAvoy. Janet and Elisa share more than 25 years of exceptional service to the Redwood City children and families. Their combined impact will be felt for generations to come, and tonight we are here to celebrate them, thank them, and acknowledge their tremendous contributions. Serving on the school board is no small task, especially with the superintendent. I just— I put that in there, Jorge. It requires vision, leadership, and a dedication to the students, the families, the staff, and the overall community. They have given tirelessly of their time and talents to strengthen our district and ensure our students have access to exceptional opportunities, no matter the challenges. And they have witnessed, witnessed several challenges during their tenure. Their leadership has guided us through financial hurdles, critical decisions, and moments of transformation. Both have been steadfast advocates for equity and innovation that have shaped our schools into safe and supported, inspirational and rigorous, joyful and inclusive schools for all learners. They are today. Janet Lawson. Your commitment to public service stems from your deep connection to our community as an MIT alumni and later a Henry Ford parent. As you stepped into this role close to a decade ago, you brought the voice of the parent community to the board, reminding us all of the importance of centering families in every decision. Your focus on equity and ensuring that every student has access to the resources they need has been inspiring. You have never shielded away from making the hard decisions, always keeping in mind the incredible responsibility that comes with serving as a trustee."},{"start":274147,"end":274907,"speaker":"G","text":"Elisa MacAvoy."},{"start":274907,"end":374699,"speaker":"H","text":"Excuse me. After 17 remarkable years on the board, your impact on our schools, our community, and education across California cannot be overstated. From day one, you've been a champion for students and families, leading not just here in Redwood City but also on the road at the state level through your work with with the California School Boards Association. Beyond the boardroom, your presence on campuses and your personal connections with families have left an indelible mark. Your kindness, compassion, and vision have truly transformed the Redwood City School District. The moments both of you— the moments both of you have shared with our students, whether at reclassification ceremonies, promotions, or graduations, and all the Redwood City School District schools throughout the district speak volumes about your dedication to their success, to their success. You've celebrated their milestones and recognized the families and educators who support them, always with pride and compassion. On behalf of the entire district and the community you've served so well, I thank you from the bottom of my heart. For your years of thoughtful leadership, advocacy, and heart. You have truly made a difference. Thank you so much. And we have some other speakers that would also like to come forward. So, um, Dennis McBride for, uh, Janet."},{"start":374699,"end":390877,"speaker":"C","text":"You want to turn your microphone on? The button on the right."},{"start":390877,"end":393742,"speaker":"I","text":"Is it red?"},{"start":394022,"end":394203,"speaker":"J","text":"That's it."},{"start":394269,"end":469604,"speaker":"I","text":"Oh, there we go. Very rarely am I on this side. Um, so first, thank you, Janet, for your incredible 9 years of service, um, to the Redwood City School District. And those were tough years. Um, so thank you. I still vividly remember our first meeting when you were considering running for the school board. At that time, you were actively involved with the Redwood City Library Foundation, and you had 3 young boys, one in 2nd grade, one in 1st grade, and a 4-year-old. I often wonder how you managed to balance your own business, raising young children, and serving on the school board. I couldn't do that. Well, the truth is, you're— you've always been an amazing mom, wife, school board member, and friend to so many. From the beginning, you truly internalized the role of a school board member, always making decisions based on a single unwavering Criterion— what was best for the students. You never compromised on this, and we all knew where you stood when it came to advocating for students. I often thought that your perspective as a parent with children in the district gave you a unique insight in some ways. I imagined it was harder for you than board members without children in the district, especially as Henry Ford parents often felt they had a personal board member to get things done with. I remember you and I talking about that special treatment."},{"start":469604,"end":469829,"speaker":"K","text":"Thank you."},{"start":470135,"end":568478,"speaker":"I","text":"Despite this, I never felt that you gave Henry Ford or Kennedy special treatment because your children attended there. Your integrity and fairness were always evident. Over the course of 9 years on the board, you faced some incredibly difficult challenges. To name just a few, you helped close and merge 4 of 16 schools, navigated the complexity of COVID-19 pandemic, and managed the emotional turmoil that accompanied both of these monumental events. You always remain calm and compassionate, but you also understood your duty as an elected official to make the tough decisions, decisions that were not popular but were necessary for the greater good of the students in the district. And I think Oakland and San Francisco Unified could take direction from Elisa and Janet. One of the things I always admired about you was your ability to remain calm in a crisis, which reassured everyone and could get through any challenge and allow us to get through any challenge together. Your hard work on the successful 2016 Construction Bond Committee also stands out. When Hillary left the board and subcommittee for construction, you were assigned to replace Hillary, where we met twice a month. Your participation gave valuable insight to both the construction management team and the board, and your dedication played a significant role in the successful completion of the project, significantly under budget and completed early. And not many districts have delivered such results, so you should be very proud of that. On a personal note, you were always a source of support for me. I could call you anytime, and you were always calm, thoughtful, and incredibly helpful. I'll never forget the time we talked about what was going on in front of your house. Judah was hammering wood, and when I asked if I could help, he said, no, my mom is my best friend."},{"start":568526,"end":568963,"speaker":"K","text":"She can."},{"start":570872,"end":660901,"speaker":"I","text":"Then he proceeded to tie me to your tree and walked away, all while we were discussing district matters. These small moments and your unwavering help are some of my fondest memories. In my, in my mind, what made you such a stellar board member was your fearlessness, your respectful approach to challenging me despite my 12 years on the board and your being brand new. You didn't hesitate to politely correct me when you thought my logic was off. Many times you were correct, and I left our conversation with a changed perspective. I thought that was really cool. Like, most people say, oh, you got 12 years, I'm going to just keep quiet, and you just were fearless in doing that. I also appreciated how you represented the board by attending school events, community gatherings, and school site visits. You always carried yourself with grace, dignity, and sense of humor, making a positive impression wherever you went. I'm now at third base heading home, so don't worry. Your involvement went beyond the board. I remember you being a room mom at Henry Ford, actively participating in the PTA, and being engaged in the broader community. And now you're currently on the Union Cemetery board. It's truly an honor to have served alongside you for 5 years. You made me a better board member. For that, I am grateful. Uh, thank you, Tim, for your support. Janet could not have done this without your help and support. Uh, and thank you, Caleb, Asher, and Jude, for supporting and sharing your mom. I'm thrilled to hear that you're returning to school to become an educator. Um, your future students are going to be so incredibly lucky. I have no doubt you'll be their favorite teacher. And from my perspective, one of the best things is I get to call you a friend. Thank you."},{"start":660901,"end":661528,"speaker":"D","text":"Thank you."},{"start":662620,"end":676500,"speaker":"A","text":"Thank you, Dennis. Just real quick, Dennis reminded me of something when you talked about the Bond Construction Committee, because I have the principals in the room. Is Chandra here?"},{"start":676500,"end":678112,"speaker":"H","text":"No, she's at a church event."},{"start":678112,"end":722491,"speaker":"A","text":"Okay, so you can relay this to Chandra for me, although I am a Kennedy parent too. So as part of the Construction Committee, we were walking around with Don Diaz looking at kind of the new construction of the office. And the parking lot with the, uh, EV chargers. And I looked around and I said, Don, this is just an accident waiting to happen. Like, there's nothing to block cars from going from the parking lot straight into the office, and there's going to be students and staff walking along there. Can we put in some sort of barriers? So, you know those big white rocks that are out, like the big mess? Those were— Don put those in because of my request. So So the boys and I call it Mom Rocks. So anytime you see him, you can remember Mom Rocks."},{"start":722491,"end":734238,"speaker":"H","text":"And next we have Mario— is it Rendon? Rendon for Janet Lawson."},{"start":734238,"end":771653,"speaker":"K","text":"Good evening, board members, Superintendent Baker. Mario Rendon with Congressman Kevin Mullin's office. And so, Janet, Both the superintendent and Dennis have spoken far more than I possibly can about your history and experience. I just wanted to touch on the aspect of public service, how challenging it is. You took it on. I think I was actually physically in the room when you took the oath of office in 2015, and it's been almost a decade. But I think the perseverance and the challenging times that Dennis spoke about, certainly being an elected official during COVID was a trying time for many, and especially for schools."},{"start":771653,"end":771829,"speaker":"B","text":"Thank you."},{"start":772247,"end":793072,"speaker":"K","text":"We all know what that was like. So seeing the school district through those challenges and seeing through all the, the waves that come at locally elected public officials. So thank you for your service. This is just a small token of our appreciation for your— the services you have completed and the service that we know you will continue on behalf of our community here in Redwood City. So thank you."},{"start":793072,"end":807911,"speaker":"H","text":"Thank you. Now Joan Dentler will come forward."},{"start":807911,"end":1005426,"speaker":"F","text":"Thank you, Dr. Baker. Good evening, uh, board. My name is Joan Dentler, and I'm happy to be here on behalf of State Senator Josh Becker. I'm also here on behalf of Assemblywoman Diane Pappin and Assemblyman Mark Berman. None of them could make it here this evening, but they asked me to be here on their behalf. And I know that Senator Becker had the honor of presenting Elisa with her resolution on Friday evening. And so I'm— we saw the great photos and he had a lovely time, and I'm very glad that he was able to, to be there in person. So I— but we do have one also for Janet this evening. And so I will not read the entire document, but I will read the, the last 2 paragraphs that really sum up what the California State Legislature wants to say to our outgoing trustees. So I will add both names to this one. Whereas, as a result of her tireless— of their tireless efforts and unwavering commitment to the students, faculty, and staff of Redwood City School District, Janet Lawson and Elisa MacAvoy Have compiled an illustrious record of accomplishments, one that have earned them the admiration and respect of those who have the privilege of associating with them. Now, therefore be it resolved by Senator Josh Becker and Assembly Members Mark Berman and Diane Pappin that Janet Lawson and Elisa MacAvoy be commended for their dedication and inspirational service as members of the Redwood City School District Board of Trustees, including as its president. And extended sincere best wishes for their continued success in their future endeavors. And on a personal note, I would just like to say that as a staff member of a state legislator, we leaned heavily on our school boards and our, and our trustees, especially during the early dark days of COVID And the work that this school board did and the guidance that we received from The trustees, in particular, in particular Elisa and Janet, uh, was— and it, it was so important to helping the senator guide the policies that would be set in Sacramento, um, urging, you know, programs like getting the teachers vaccinated first. I mean, we were all feeling our way in the dark, but it was, um, it was so reassuring to have The experience, and, um, really a lot of us were flying blind, but to know that we could lean on you and on Dr. Baker and the school district to assure the parents and the students and the staff that we were trying to do the best thing at the state level. And Elisa, your work on, on the California School Boards Association was also so important and so helpful to those of us who are helping to set policy and things like state budgets and, uh, some of the most complicated issues that the state deals with. So I'd like Just thank you as a staff member, and I'm happy to present Janet with this that is signed by the Honorable Josh Becker, the Honorable Mark Berman, and the Honorable Diane Pappin. And Elisa, you already have one, right?"},{"start":1005591,"end":1005986,"speaker":"J","text":"Okay."},{"start":1005986,"end":1007584,"speaker":"A","text":"Oh, there it is."},{"start":1007584,"end":1046920,"speaker":"L","text":"Yeah, Joan, in case you have to go, because I'm sure you've got a gazillion meetings to go to, just thank you very much. I mean, you're an amazing staff person. If you don't know, Joan, you've been in supporting politicians. I don't know your whole career, but for a lot, ever since I've known you. And she does a great job. She knows her stuff. There's a lot of staff people you meet with over the years who don't. So we've always really appreciated working with, with you, Joan. So thank you so much for your work. And please thank the senator and the assembly members."},{"start":1046920,"end":1047241,"speaker":"C","text":"Thank you."},{"start":1061140,"end":1064458,"speaker":"H","text":"Um, for Lisa, let's start out with Lori McBride."},{"start":1064458,"end":1290422,"speaker":"E","text":"Elisa possesses so many abilities, so many admirable qualities as a human being, as a parent, as a community member, and school board trustee. My husband Dennis served on the Redwood City School Board with Elisa through 2020, and I got to know her not only through the school district but also through my serving on the 17th District PTA, which is comprised of all the PTAs in San Mateo County. And in 2020, I was honored to present Elisa with the California State PTA Golden Oak Award, which is the most prestigious honorary service award recognizing an individual who has made significant contributions to the welfare of youth in a school or community. Elisa MacAvoy exemplifies this definition. Here's a little bit about Elisa's background. Elisa's parents were strong supporters of education. Her father was a community college professor. Her mother served on the PTA and was a school board member for 16 years. No, no. And her mother also received the California State PTA Golden Oak Award. So pretty impressive. Alisa graduated from Stanford with an undergraduate degree in civil engineering and a master's in energy and environmental planning, and she met her husband Neil over here while attending Stanford. Her professional career began at the Environmental Protection Agency, where she worked for 11 years until her first daughter Marissa was born. Her volunteering in education and serving on boards began with Little Hands A co-op preschool, and then Carmont Parents Nursery School, also a co-op. Marissa and Clara went on to Clifford and then North Star, where Alyssa served on their PTOs, site council, helped in the classrooms, drove on field trips, helped at school events, and produced North Star's musicals. Moving on to Sequoia High School, she volunteered for and also chaired many PTSA events, including the Reflections Arts Program. The debate team, the robotics team, the swim team, water polo team, dance shows, the International Festival, football concessions, senior graduation activities. I learned all this back in 2020 when I was presenting her with the Golden Oak Award, but you can get the picture about Elisa's volunteerism. Then she continued to serve on Sequoia High's Education Foundation even when Marissa and Clara were at Stanford. Students there. I don't know, are you off it now, or are you still doing one? She's not. Okay. For many years, she served on the board of Family Connections, which is a parent participation preschool for underserved children. Elisa is also a member of the Redwood City Women's Club, which raises money and does service projects. She's a passionate environmentalist and for over 20 years has been a volunteer and served on the Peninsula Open Space Trust board, working to ensure all families can experience nature. And Elisa started a nonprofit called Climate Action Pathways for Schools that partners with schools to provide climate education programs and reduce greenhouse gas emissions while saving money for the school district. She's, she's mentored first-generation college students through all 4 years of college through the Peninsula College Fund. I don't know, are you still doing that?"},{"start":1290422,"end":1290535,"speaker":"B","text":"Yes."},{"start":1291555,"end":1459417,"speaker":"E","text":"Oh, she finished that one. She did that for a while. I'm sure this is bringing back fond memories for your family of all these things. So now on to the Redwood City School Board that Elisa has served on for 17 years. She worked tirelessly on 4 parcel taxes and the last construction bond. Dennis said she worked 60+ hours a week doing phone banking, walking precincts. fundraising and getting endorsements. He said she did whatever it took to help our students. Elisa was asked to get involved with the San Mateo County School Boards Association, where she served as vice president and president. She was a delegate and then director of Region 5, San Mateo and San Francisco Counties. She served on committees including legislative advocacy, identifying Senate and Assembly bills for the CSBA to support. She also worked on their annual conferences, their board development, and policy committees. She spends— or she spent 20 to 25 days a year in Sacramento on committee assignments and meetings. Elisa has also been involved with some of the San Mateo County Office of Ed School Board Association conferences on educating board members and community leaders on topics such as mental health, trauma-informed learning, and at-risk students. So it's no surprise that with her background, she became involved with the CSBA Committee on Climate Change, Environmental Awareness, and Their Effect on Children's Health. In December of 2018, with the support of regional directors, Elisa was running for Vice President of CSBA. The annual conference was in San Francisco, and the— and the Marriott workers were on strike. Some of the striking employees were families living here in San Mateo County. The county superintendents and school board members in Region 5 said they would not cross the picket lines. Every event except the board of directors meeting that Elisa was to attend was moved out of the hotel. Elisa asked if she could call in but was told no. The San Francisco Unified School District had offered space, but the CSBA president wouldn't agree to it. And shockingly said Elisa was derelict in her duties and could not be loyal to CSBA and her region if she didn't cross the picket lines. So she chose not to cross the picket lines. So she was unable to give her speech and lost her nomination for vice president. They selected someone else who was less qualified, and this was an outrage to all her colleagues, and they felt she showed amazing courage."},{"start":1459417,"end":1459625,"speaker":"I","text":"Thank you."},{"start":1460406,"end":1519801,"speaker":"E","text":"Carrie Dubois, CSBA delegate and Sequoia Union High School District trustee, said, we were heartbroken for her. She showed amazing courage. I've never seen anything like it, and I'm around leaders all the time. In spite of how she was treated, Elisa continued to be an active CSBA leader for the last 6 years. Dennis describes Elisa as the little engine that could. Her heart is larger than her body, he says. She works tirelessly for all children. And always with a smile. I think of her as dynamic. She's full of energy, optimistic, enthusiastic, positive, outgoing, sociable, passionate, vibrant, a natural leader ready for challenges who will take charge and get things done. She stands up for what she believes in. She's demonstrated her dedication to all the students, families, teachers, staff, and administrators for the Redwood City School District and will be greatly missed."},{"start":1529434,"end":1535263,"speaker":"H","text":"And now we'll hear from Dennis McBride. Yeah. Oh, sure, do Mario next."},{"start":1535263,"end":1540898,"speaker":"I","text":"Plus, I don't want to follow her."},{"start":1541155,"end":1658243,"speaker":"K","text":"Again, Mario Rendon for Congressmember Kevin Mullen and Alyssa. So actually, this is because of Dennis. We did something a little bit different for you, and I just want to go back to— I'm sure I met you early in 2013 when Congressman— then now Congressman, then Assemblymember Kevin Mullen had just taken office. And out of the gate, you were front and center on education issues, not just for the Redwood City School District, but more broadly for our county. And of course, the, the statewide issues. And you were always informative. You always brought us information that we needed to have. Uh, you helped us navigate the Local Control Funding Formula and helping us understand how that would work or not work depending on the situation. And while I never was the lead staffer on education, to Joan Bentler's point, you were always available to our staff in terms of providing the guidance that we needed and just keeping us informed of what was going on. Your involvement with the San Mateo County School Boards Association Association and making sure that Kevin was invited and participated in all that was, was just crucial to staying on top of our education community. Uh, Kevin Fong sends his regards. Uh, he's now with Mr. Berman. Uh, but what we did for you was, uh, we, we prepared a Congressional Record, which is basically, um, for those of you not familiar with that process, it's basically— the Congressional Record is the proceedings of Congress. And so members have the opportunity to speak on the floor. Uh, On behalf of a matter or on behalf of an individual. And so that gets printed and published. And so if you look up the Congressional Record for November 22nd, 2024, you'll find an entry for Alyssa MacAvoy. And so that's what we have for you. So on behalf of Congressman Kevin Mullen, congratulations. 17 years is a long time, and you have seen peaks and valleys when it comes to education, and it's a never-ending ride. But thank you, thank you so much for your service."},{"start":1658243,"end":1680379,"speaker":"A","text":"Thank you. So congratulations."},{"start":1680379,"end":1681372,"speaker":"H","text":"Now Dennis McBride."},{"start":1686039,"end":1867448,"speaker":"I","text":"This is my worst nightmare, following Laurie. So I came here very excited to do this, and I'm leaving sad because you have made such a contribution. Um, first, thank you for 17 years. I know what that feels like, um, and you were amazing. I still remember Chris Bull and me meeting you at Clifford School playground to see if you had any interest in being on the school board. Your response was, I need to talk with Neil, Marissa, and Clara. I'll think about it. You then came back and said you would do— you would like to do it. You'd probably do 4 years, but the most would be 8 years. Do you remember that? And if I remember, your daughters were like 3rd grade and kindergarten. Um, and I feel, I feel like it's a mistake to only talk about your school Things. So I'm going to talk about some other things. You're an amazing daughter. You drive back and forth to Humboldt 2, 3 times a month. You never said, this sucks, I hate it. You always said, I'm happy to support my family, my mom and dad. They were wonderful to me. I feel like I got to know them from all of our conversations. You're a fantastic mom. If nobody thinks you're not, just look at your daughters. Right here. So I gotta quit ad-libbing. They have your gratitude and kindness, Jean. You were extremely— oh, I should point out that I wrote mine last Friday to give Friday night, and then Lori wrote hers, and then she maybe scratched stuff out. So maybe a little bit of duplication. You were extremely active in leadership positions in your daughter's schools at Clifford and North Star. I'll skip that. Um, you are a friend to so many people. You have the ability to know when someone is down or hurting and show empathy and kindness to them. You have so many friends, when you have your birthdays ending in a zero, you have to rent the lake to hold everyone, which is pretty cool. And if I ask them all individually, they would all say you are their best friend. You have a strong marriage to a wonderful partner who supports you in everything you do. Props to Neil. Stand up, Neil. And, and, uh, Elisa, couldn't have done this without you. Uh, and thank you to Marissa and Clara for supporting and sharing your mom. There's a theme here, huh? Sharing moms. Uh, attitude. You're one of the most positive people I know. Your positivity is remarkable. You have an incredible knack for turning negative situations into positive experiences. You truly embody a yes We can spirit. You always displayed grace, dignity, and sense of humor. You're a fierce advocate for equity. Now we'll get to the school board. Since your first school board meeting, you have been all in. I still remember your second or third meeting. I was sitting over here where Cecilia is, and we spent an hour on a vote, and I wouldn't change, and everybody tried to change me, and I finally said, ah, let's just vote and go on."},{"start":1867448,"end":1867769,"speaker":"H","text":"Thank you."},{"start":1868266,"end":2158272,"speaker":"I","text":"And we started to go to the next item, and Lisa goes, wait, and she turns to me and goes, are you okay, Dennis? And in 4 years, I never heard anybody say, are you okay, Dennis? So that told me how special you were. I have mentored many school board members over the years, and when I give examples of how we work together, the reaction is, wow, I wish I had a board like that. You were a huge part of that, and Janet, you were a huge part of that. You treated everyone with respect, even people that came and were very nasty to us. The one undeniable truth we all knew was that you had one North Star, and that's not the school. You always had the best interests of the students in the Redwood City School District at heart. You worked day and night to benefit all students in the state. In addition to your role as a trustee in the Redwood City School District, you were on the California School Boards Association. You were first a delegate and then an officer for 12 years. And as Lori said, you You had a lot of travel. Um, you worked tirelessly on, um, construction bond elections for new facilities and parcel taxes to enhance district funding. So let's define tirelessly. When working on parcel taxes and bond campaigns, you would phone bank 4 nights a week. Now, most of the people in this audience would say, well, why not more? And the answer was, that's all there was. Uh, and that freed you up for weekends where you'd be out walking precincts, passing out literature, Calling people for money, being one of the leaders that met independently on it. And you just always with high energy, huge smile, and always feeling like you were— or at least gave me the impression you were always in control of everything. For the past 6 years, you've been on the Employee Housing Board Subcommittee, and having been on that, you are a fearless advocate to get this done. You will make— you always made big asks of the supporters that were kind of reluctant to step forward, and they're still— and I'm not using their name, but I'm still very disappointed. You regularly visited schools and cheered the students, teachers, and staff on, and you made everyone feel valued. Now, this is one of my favorites. Upon— they're all my favorites. I should point out, I know I'm over time, and Dr. Baker said I could, because it's hard to put 17 years of awesomeness into 3 minutes. Upon discovering the San Carlos Public School— or excuse me, the San Carlos Public Library cold books monthly, you arranged to pick them up for our schools. And yeah, they're laughing, they know. Enriching under-resourced libraries and giving many students their first personal book. Think about it, we have students in Redwood City, it's their first personal book. My kids had their first personal book like day minus 20. Um, You even took books to Hillcrest Juvenile Hall Library, and this is no exaggeration. Every month you transported thousands of books for distribution. I can attest to this, having been your backup. My SUV often felt like it was bottoming out. And it was 75,000 books that she moved for our students. And we had libraries that were really quite light in books, and now they had books. Now granted, they were a little old, but A book's better than no book. Um, okay, I gotta skip that. Lori told me, um, you were extremely involved in the San Mateo County School Boards Association. You made new school board members feel welcome and offered to help them when they first met you. It was literally, hi, I'm— hi, I am Elisa. Welcome. I'm here for whatever you need. I hope as you reflect on your journey, know that you have made a profound impact on the Redwood City School District students and the students of California. Your contributions are immeasurable, touching the lives of countless students, parents, teachers, staff, administrators, and board members. When I looked up the school board member in the dictionary, the quick definition— I like this definition, by the way, wish I'd had this a long time ago— a school board member— a school board is a group of elected or appointed individuals. No, appointed, since a lot of appointed up there. Whoever sees the policies and management of public schools in a specific district or area. Their responsibilities include making decisions about budgets, setting educational standards, hiring district superintendent, and ensuring the schools are meeting the needs and students of the community. They work to create a safe and effective and inclusive environment for students to learn. This is my favorite part. It's like a team of community leaders making sure the schools have the resources, policies, and support they need to help the kids thrive. Now here's what was in The dictionary. Again, thank you for being a wonderful friend, and thanks, John, for letting me have the time. Oh, one last thing. We should— I'm sorry, but we should really thank all the board members, and we should thank all the staff up here and the staff in the back of the room, because they all do a marvelous job. And I know we're here to talk about you, but we shouldn't forget them."},{"start":2158340,"end":2158494,"speaker":"B","text":"Thank you."},{"start":2158494,"end":2158870,"speaker":"I","text":"Thank you."},{"start":2166854,"end":2168479,"speaker":"H","text":"And now, Marissa MacAvoy."},{"start":2168479,"end":2174158,"speaker":"E","text":"Okay."},{"start":2174255,"end":2174883,"speaker":"C","text":"Hi, everybody."},{"start":2174979,"end":2241484,"speaker":"L","text":"My name is Marissa MacAvoy. I'm Elisa's daughter, or the firstborn, and as I was called earlier tonight, I'll keep this really short and sweet so that we can get on the road because I first came here when I was 9 years old, so I understand the feeling from the folks behind me for like, let's get this show on the road. Yeah, so I first came here when I was 9 years old, and my sister and I helped to swear my mom in, and we had no idea the turn that that was going to take in our lives. My mom has had a lot of roles, as you all heard in her biography. You know, she's really done a lot, and I know that this, you know, is just gonna be the Close of one chapter and the start of the next one. Clara and I left the Redwood City School District in 2014, and many people would say that's when she's gonna start checking out and doing other things. And that is really the moment that she checked in and really started doing more and more work. It's super impressive, everything that she has done. I won't repeat all of her biography. You all know that she's a wonderful mom, a wonderful school board member, and will definitely be missed. So thank you all for all your time. She's devoted a lot of effort here."},{"start":2241580,"end":2241757,"speaker":"I","text":"We love you."},{"start":2241757,"end":2241917,"speaker":"B","text":"Thank you."},{"start":2251660,"end":2260159,"speaker":"H","text":"So before we, before we move forward, would you like to either of you say anything? The floor is open to you."},{"start":2260159,"end":2292540,"speaker":"A","text":"So thank you, everyone. That's very kind and means a lot. I have, I've I've written out some stuff. I'll try to be short, but I'm sorry, I kept on writing. So looking back on my journey with this district, it actually began in 1985 when I started kindergarten at Roy Cloud. And Dr. Baker, I think that's about when you started with the district too. Also around Roy Cloud, I think you were there for a little bit."},{"start":2292540,"end":2293458,"speaker":"J","text":"I was there for a little bit."},{"start":2293458,"end":2315617,"speaker":"A","text":"I think we overlapped. So back then, Cloud was a K-6 school, and I went on to McKinley for 7th and 8th grade. And fun fact, when I started 7th grade there, that was the year they added 6th grade, and there was this brand new 2-story building that was on McKinley's campus and now belongs to North Star. That was for the 6th graders, so I never got to have class in this air-conditioned, nice building."},{"start":2315617,"end":2316954,"speaker":"B","text":"Oh, okay."},{"start":2316954,"end":2412450,"speaker":"A","text":"So fast forward a few decades, my husband Tim and I bought our home in 2012, just in time for our oldest Caleb to start kindergarten the following year. And one of the reasons I love the location of our house was knowing that our kids could walk to their elementary, their middle, and their high schools. I remember walking to Henry Ford for school registration because it was in person at the time, and I was timing how long it would take to walk there, and then I doubled the amount of time to account for walking with 3 little ones for school drop-off. From the beginning, I knew I wanted to volunteer in the classroom as much as possible. And I started by spending about 3 mornings a week in Mrs. Barstad's class, and I want to shout out— I saw she's in the audience online tonight. So hi, Mrs. Barstad. I did not want to jump into PTA too quickly because I had plenty of time for that. So that first year when Caleb was in kindergarten, the PTA needed someone to help with graphic design for the pasta dinner event. And since I was self-taught in graphic design and had an Etsy business, I offered to help. And that Led me to attend a couple of PTA meetings because I had to present to them. By the 3rd meeting, I was introduced as the next year's PTA president. During my first year as PTA president, the principal asked me to attend a few facilities master plan community meetings so that Henry Ford would have representation. So then I became the parent representative for the LCAP meetings, which, Elisa, I think you were on that committee at the time. And those were long, all-day sessions. Wendy, do you— I think you remember. I'm sorry."},{"start":2412450,"end":2415305,"speaker":"C","text":"Yes."},{"start":2415305,"end":2475219,"speaker":"A","text":"And most, like, every month. So anyway, somehow that led me to attending school board meetings. And one time I even sat in the back of the room taking notes with a crayon because that was all I could find in my purse. So by 2015, I had a 2nd grader, a 1st grader, and a preschooler, and a board seat was opening up. And I know that Elisa had asked me if I would ever consider running for school board, and I was probably quickly was like, nope. And then I was sitting on my couch at home and my phone rings, and I was like, why is Dennis McBride calling me? How does he even know my number? So I answered, and he wanted to get together and talk about me running for school board. So, you know, I agreed to meet and talk about it. And with Some encouragement from the 2 of them and other board members, I decided to run. So here we are today. I want to thank my family for your support over the years, and I'm not gonna make any of you stand up, but can the 4 of you raise your hands so we know who we're talking to?"},{"start":2475219,"end":2476168,"speaker":"C","text":"Sure."},{"start":2476168,"end":2479510,"speaker":"A","text":"We're—"},{"start":2479510,"end":2479929,"speaker":"C","text":"thank you."},{"start":2480199,"end":2602475,"speaker":"A","text":"So we have my husband Tim, middle son Asher, my mom Eileen, and on the end is Jude, the youngest, who's a Kennedy student. We're missing Caleb. He's a junior, and he's at home studying for finals right now. I told him I thought that was more important. Anyway, thank you, Tim. Thank you for stepping in when I couldn't, for leaving work early, going in late, helping with doctor's appointments and sports and making dinners. Thank you to my mom, who has occasionally helped to— had to step in to help shuttle kids around too when I had meetings and other district commitments. To the boys, I know I've missed events like honor roll celebrations. I even missed a birthday. For a board meeting. So I just wanna say thank you to Kayla, Bashir, and Jude for being patient with me, for always helping me pick out my shoes when I couldn't decide. I'd go out with one, one of each, and I'd, you know, pick up one leg and they'd all help me pick out which shoes. So we all know that our families give up a lot to support us, and I'm grateful for that. To our incredible staff of the district, thank you. Not just the teachers, instructional aides, and administrators, but The office staff, the yard duties, nurses, mental health counselors, food service workers, janitors, bus drivers, facilities, IT team, communications staff, everyone in the business office, HR, student services, and I'm sure I'm missing a whole bunch still. Each of you play a vital role in supporting our mission to create a safe, supportive, inspirational, and rigorous, joyful, inclusive environment for all learners. Your dedication to this district Has made immeasurable impact on our students. Thank you to my board colleagues, both current and former. This board has a long history of camaraderie and respect for each other, and it's very unique to not just this county but school boards in general. And it's— I'm getting ahead of myself— special to be a part of that. We don't always agree, but we listen and we discuss thoughtfully, and ultimately we support the decision that the board has come to."},{"start":2602475,"end":2602686,"speaker":"B","text":"Thank you."},{"start":2603324,"end":2653226,"speaker":"A","text":"It's been a joy to be a part of such a cohesive, impactful, and intelligent group of people. I've learned so much from each of you, and you've helped me— you've helped shape me into a better board member. Dr. Baker, you are a steadfast leader. You are always calm, always thoughtful, and you always put students first. You've made some incredibly difficult decisions over the years, and while it's impossible to please everyone, you always listen to every perspective, which I always appreciate. I've always appreciated. And your leadership has made it easier for us as a board to tackle our own challenges. So thank you for your dedication to the students and families and staff of RCSD. Serving on this board has been an incredible honor. I will carry it with me, all that I've learned over the past 9 years, and I look forward to continuing my commitment to public education and to our Redwood City community for many more years."},{"start":2653673,"end":2653971,"speaker":"B","text":"Thank you."},{"start":2653971,"end":2654011,"speaker":"I","text":"Thank you."},{"start":2664788,"end":2770486,"speaker":"L","text":"That was lovely, Janet. Thank you. Well, thank you everyone. This has really been a very overwhelming couple of months for me. I feel like every meeting I've gone to has been sort of a goodbye or a see you later, and I really appreciate just all the support in this room and people who have been contacting me over the last couple of months. Really means a lot. I think you know some of the speakers really spoke to how much I put into this work, really my heart and my soul, all in as they say, which is sort of my personality. So I'm a little bit interested to see what the next chapter is going to be like. Try not to say yes too quickly to things so we can have a little fun too. As as I said, I did want to just shout out to my. Father who passed away this year. He was a community college instructor, and really he was a teacher his whole life. Even after he retired, he taught music and art and bicycling and rocks and minerals and all sorts of things to people. And so I've always had such a fondness and— And what do I want to say? Just respect for teachers. I mean, really, teachers are So important. So, and I know that we have some in the audience tonight. And then my mother, as they said, was a volunteer at the schools, reading in libraries, and was a school board member. And both of them just taught me the importance of education. And certainly my experience has been education is the most important thing, right? It opens doors of opportunities for all of us. And I know that's why we're all in the room. And on the hard days, let's remember that we're here for the students, right?"},{"start":2770486,"end":2770599,"speaker":"F","text":"Yes."},{"start":2771132,"end":2813241,"speaker":"L","text":"We're here to make the world a better place. Not only do we teach them academics, which is the most important thing that we're doing, right? We also teach them how to be good citizens and good community members and friends. And I know through my experience here in the schools, I've made some incredible friendships. I know that all of you have as well, and it's just been remarkable. Let's see, I did want to, you know, there's some— I said a lot on Friday night as well, and then I think some of the speakers have covered some of the things I was going to say. But I think, you know, we've just been through so much together, and Dr. Baker, I feel like you and I have kind of grown up together."},{"start":2813241,"end":2814670,"speaker":"H","text":"I think so, yes."},{"start":2814670,"end":2905600,"speaker":"L","text":"Anyway, I really appreciate your leadership on the board. If you don't know, a superintendent has a very hard job. He's got 5 board members to manage and to work with, as well as all of you, right? So really, you've been an incredible leader, and I think, as Janet said, helped us make some really hard decisions the last few years. And I know that, you know, sometimes we don't make a decision that people want us to make, but we're always trying to look at the biggest— bigger picture and really set the district up for success. And we've never had enough resources. But we always, you know, do the best we can. And I do feel like we provide a high-quality, very inclusive, loving environment and education for our students. And I love hearing from our students that go on to high school, college, and in the world. And so many of them are just doing amazing, amazing things. And many of them are giving back to this community or to other communities. So we're really fortunate there. And I did want to say thank you to my current board. Janet, you've been amazing. It's been so great to work with you. And if you don't know, You know, I think Janet and I are on a lot of committees together over the years, so we've really got to work together. And I've always just admired what an amazing person you are. You're such a great mom and really always a focus on students. So thank you for all of that. And Mike, you've been such a great addition to the board. You're so thoughtful and just also calm. I think someone else mentioned that about Janet."},{"start":2905600,"end":2905620,"speaker":"C","text":"Yeah."},{"start":2907157,"end":2995535,"speaker":"L","text":"And I just really appreciate everything about you, and I'm looking forward to seeing you as president. I know you're going to do a great job. I know Janet and I wish that we could be here to support you, but you're going to have 2 amazing new board members to support you. David, thank you for joining our board a couple of years ago. I love your passion and dedication and your friendliness, and I know that you have the best interest for our students and families. So thank you so much. It's been a pleasure to be your teammate here the last couple years. And Cecilia, I've known you for so long. I was thinking back, I guess it was Homework Committee, RCEF, being parents together in the district, and you're just an amazing person, great mom as well. And if you don't know, her oldest daughter works as a teacher as well. So anyway, it's just been so, so wonderful to work with you. Really going to miss you. And then I'm going to— I know we're short on time, so I'm not going to go through all of you. I know I wrote some thank you cards, and I really appreciate Those of you on the dais up here with us. And I did want to give a shout out just to everybody in the audience, particularly all the cabinet members, our principals, vice principals, educators, teachers. Janet did a great job listing all of the classified, and these are really the really important people that support the teachers in the classroom. And we could not, absolutely could not do this work without you. So I won't do the whole list again, but thank you to all of the—"},{"start":2995535,"end":2995775,"speaker":"A","text":"Thank you."},{"start":2996033,"end":3025414,"speaker":"L","text":"People who support educators. Thank you to the parents and then the community partners that we have. Again, we couldn't do this work without our hundreds of community partners. It's pretty amazing. And then finally, I want to say thank you to my family. Oh my gosh, I'm the luckiest person in the world to have Neil, Marissa, and Claire in my lives. We're— we call ourselves the MacAvoy team, and we really try to support each other. And you guys have been here every step of the way. There's been a lot of nights where I haven't been home."},{"start":3025414,"end":3025690,"speaker":"A","text":"Yeah."},{"start":3027217,"end":3044522,"speaker":"L","text":"And you have all been supportive of that. And then, you know, usually the next day we try to do a little something together and regroup. And anyway, I appreciate your support over the years. And then finally, I just wanted to say welcome so much to our new school board members. And I know we're going to have the oath of office here shortly."},{"start":3044522,"end":3045484,"speaker":"D","text":"Absolutely."},{"start":3045484,"end":3072383,"speaker":"L","text":"But I did want to say, I think David and Jennifer, as you get to know them, they're going to be remarkable. And I know Janet and I feel really good about leaving this district in their hands. And you'll have an amazing board and superintendent. And I did actually want to shout out to my past board members. I did this on Friday night, but Dennis, who's here, and Lori, thank you so much for being here and the nice words that you said. And we've always had a great board, so I know it'll continue to be that way. Thank you."},{"start":3072383,"end":3096977,"speaker":"H","text":"Thank you. So that brings us to the next chapter of the Redwood City School Board. So with that being said, we should have the oath of office for the new board members that are moving forward. So if we could have— who's coming first?"},{"start":3096977,"end":3140186,"speaker":"M","text":"Before we do the oath of office, as tradition, we really just wanted to express as a board Our real appreciation for your leadership this past year. It was, you know, not, not always easiest part of the year, probably much easier than the COVID year that you were president. And you taught us all a masterclass in how to transition dramatically in a leadership role there. But deeply appreciative of what you've done. We can't give you the gift of time. We wish we could. It would be the best gift that we could give anyone. But we can give you a little something to spend your time with, and hopefully you can enjoy it with your family."},{"start":3140186,"end":3140347,"speaker":"I","text":"Thank you."},{"start":3146637,"end":3165261,"speaker":"A","text":"Thank you. Thank you very much. Um, uh, Mike, you reminded me when I sat down in the seat a year ago, I said, last time I sat here, I ushered in a pandemic, and I'm gonna do my best to not do it again. So I'd like to say I fulfilled that promise."},{"start":3165261,"end":3166085,"speaker":"C","text":"Thank you."},{"start":3174701,"end":3181646,"speaker":"H","text":"Okay, uh, first we have David Lee that's going to take the oath. So David, if you'd come forward."},{"start":3181646,"end":3182186,"speaker":"F","text":"I do solemnly swear that I will faithfully and faithfully perform the duties of a member of the Board of Trustees of the Redwood City School District."},{"start":3215693,"end":3216041,"speaker":"L","text":"David Li."},{"start":3216041,"end":3217184,"speaker":"G","text":"Hi, David Li."},{"start":3217542,"end":3218505,"speaker":"C","text":"Do solemnly swear."},{"start":3218505,"end":3219725,"speaker":"G","text":"Do solemnly swear."},{"start":3219725,"end":3220976,"speaker":"A","text":"That I will support and defend."},{"start":3220976,"end":3222501,"speaker":"G","text":"That I will support and defend."},{"start":3222501,"end":3224202,"speaker":"C","text":"The Constitution of the United States."},{"start":3224202,"end":3226032,"speaker":"G","text":"The Constitution of the United States."},{"start":3226032,"end":3227877,"speaker":"C","text":"And the Constitution of the State of California."},{"start":3227877,"end":3229819,"speaker":"G","text":"And the Constitution of the State of California."},{"start":3229819,"end":3232227,"speaker":"A","text":"Against all enemies, foreign and domestic."},{"start":3232227,"end":3234249,"speaker":"G","text":"Against all enemies, foreign and domestic."},{"start":3234249,"end":3236464,"speaker":"C","text":"That I will bear true faith and allegiance."},{"start":3236464,"end":3238325,"speaker":"G","text":"That I will bear true faith and allegiance."},{"start":3238325,"end":3240139,"speaker":"C","text":"To the Constitution of the United States."},{"start":3240139,"end":3241808,"speaker":"G","text":"To the Constitution of the United States."},{"start":3241808,"end":3243477,"speaker":"C","text":"And the Constitution of the State of California."},{"start":3243782,"end":3245388,"speaker":"G","text":"And the Constitution of the State of California."},{"start":3245388,"end":3247202,"speaker":"C","text":"That I take this obligation freely."},{"start":3247202,"end":3249161,"speaker":"G","text":"And I take this obligation freely."},{"start":3249161,"end":3252100,"speaker":"A","text":"Without any mental reservation or purpose of evasion."},{"start":3252100,"end":3254829,"speaker":"G","text":"Without any mental reservation or purpose of evasion."},{"start":3254829,"end":3259132,"speaker":"C","text":"And that I will faithfully discharge the duties upon which I am about to enter."},{"start":3259132,"end":3261171,"speaker":"G","text":"And that I will faithfully discharge."},{"start":3261171,"end":3263628,"speaker":"C","text":"The duties upon which I'm about to enter."},{"start":3263628,"end":3265137,"speaker":"G","text":"The duties upon which I am about to enter."},{"start":3266245,"end":3267996,"speaker":"I","text":"Congratulations."},{"start":3296124,"end":3299537,"speaker":"C","text":"I, Jennifer Ning Queen King. I, Jennifer Ning Queen King."},{"start":3299873,"end":3300643,"speaker":"A","text":"Do solemnly swear."},{"start":3300851,"end":3308558,"speaker":"C","text":"Do solemnly swear. Or affirm. Or affirm. That I will support and defend. That I will support and defend. The Constitution of the United States."},{"start":3308623,"end":3310289,"speaker":"B","text":"The Constitution of the United States."},{"start":3310385,"end":3311908,"speaker":"C","text":"And the Constitution of the State."},{"start":3312548,"end":3313830,"speaker":"B","text":"And the Constitution of the State."},{"start":3313991,"end":3314535,"speaker":"F","text":"Of California."},{"start":3314616,"end":3315128,"speaker":"E","text":"Of California."},{"start":3315529,"end":3317500,"speaker":"C","text":"Against all enemies foreign and domestic."},{"start":3317580,"end":3319455,"speaker":"B","text":"Against all enemies foreign and domestic."},{"start":3319679,"end":3321009,"speaker":"C","text":"That I will bear true faith."},{"start":3321346,"end":3322371,"speaker":"B","text":"That I will bear true faith."},{"start":3322371,"end":3325224,"speaker":"C","text":"And allegiance to the Constitution of the United States."},{"start":3325224,"end":3327756,"speaker":"B","text":"And allegiance to the Constitution of the United States."},{"start":3327756,"end":3352019,"speaker":"C","text":"And the Constitution of the State of California. And the Constitution of the State of California. That I take this obligation freely. That I take this obligation freely. Without any mental reservation. Without any mental reservation. Or purpose of evasion. Or purpose of evasion. And that I will faithfully discharge. And that I will faithfully discharge. The duties upon which. The duties upon which. I am about to enter. I'm about to enter."},{"start":3366335,"end":3380318,"speaker":"H","text":"Forgot to tell you. I affirm I don't swear. So, so I solemnly affirm."},{"start":3380756,"end":3382664,"speaker":"C","text":"Um, I, Mike Wells—"},{"start":3382664,"end":3383626,"speaker":"M","text":"I, Mike Wells—"},{"start":3383626,"end":3385132,"speaker":"E","text":"do solemnly affirm—"},{"start":3385132,"end":3386190,"speaker":"M","text":"do solemnly affirm—"},{"start":3386190,"end":3389477,"speaker":"E","text":"that I will support and defend the Constitution of the United States—"},{"start":3389477,"end":3392346,"speaker":"M","text":"that I will support and defend the Constitution of the United States—"},{"start":3392346,"end":3394638,"speaker":"E","text":"and the Constitution of the State of California—"},{"start":3394638,"end":3396674,"speaker":"M","text":"and the Constitution of the State of California—"},{"start":3396674,"end":3399127,"speaker":"E","text":"against all enemies foreign and domestic—"},{"start":3399127,"end":3400986,"speaker":"M","text":"against all enemies foreign and domestic—"},{"start":3400986,"end":3406292,"speaker":"C","text":"that I will here true faith and allegiance to the Constitution— that I will bear—"},{"start":3406340,"end":3415272,"speaker":"E","text":"I'm sorry, I should have brought my glasses— that I will bear true faith and allegiance to the Constitution Am I repeating this, aren't I?"},{"start":3415272,"end":3420888,"speaker":"M","text":"That I will bear true faith and allegiance to the Constitution of the United States. United States."},{"start":3420888,"end":3423005,"speaker":"E","text":"And the Constitution of the State of California."},{"start":3423005,"end":3425027,"speaker":"M","text":"And the Constitution of the State of California."},{"start":3425027,"end":3427177,"speaker":"E","text":"That I take this obligation freely."},{"start":3427177,"end":3429006,"speaker":"M","text":"That I take this obligation freely."},{"start":3429006,"end":3431012,"speaker":"E","text":"Without any mental reservation."},{"start":3431012,"end":3432616,"speaker":"M","text":"Without any mental reservation."},{"start":3432616,"end":3433659,"speaker":"E","text":"Or purpose of evasion."},{"start":3433659,"end":3434702,"speaker":"M","text":"Or purpose of evasion."},{"start":3434702,"end":3436948,"speaker":"E","text":"And that I will faithfully discharge."},{"start":3436948,"end":3438601,"speaker":"M","text":"And that I will faithfully discharge."},{"start":3438601,"end":3440815,"speaker":"E","text":"The duties upon which I am about to enter."},{"start":3441148,"end":3442857,"speaker":"M","text":"The duties upon which I'm about to enter."},{"start":3442857,"end":3469171,"speaker":"H","text":"So what we're going to do is take a little bit of a, a break, a celebration to not only acknowledge both Janet and Elisa but also acknowledge our new board members. There's cake. And Evelyn, how's that going to move forward with the cake?"},{"start":3470308,"end":3471501,"speaker":"J","text":"She handles We'll handle that."},{"start":3475170,"end":3478271,"speaker":"H","text":"I think she'll cut, and I've got more water upstairs too."},{"start":3478271,"end":3488688,"speaker":"I","text":"Thank you so much for being here."},{"start":3488801,"end":3491302,"speaker":"J","text":"I really, really, really appreciate it."},{"start":3491399,"end":3504888,"speaker":"H","text":"I know it's, um, tomorrow is a school day, so, uh, you're welcome You're also welcome. Thank you so much from the bottom of my heart."},{"start":3504971,"end":3513497,"speaker":"C","text":"You guys have been great. Thank you."},{"start":3513967,"end":3514356,"speaker":"J","text":"Thank you."},{"start":3534236,"end":3702402,"speaker":"H","text":"To read Bylaw 9100, which is one of our board bylaws on organization for the annual organizational meeting. Each year the governing board shall hold an annual organizational meeting. In any year in which a regular election of district board members is conducted, the organizational meeting shall be held within 15 days following the 2nd Friday in December after the regular election. During all other years, the meeting may be held on any date in December, but no later than December 20th. During any year in which a regular election is conducted, The board at the regular meeting held immediately prior to the 2nd Friday in December shall select the day and time of the organizational meeting. For any other year, the day and time of the organizational meeting shall be selected at the last regular meeting held immediately before the annual meeting. On behalf of the board, the superintendent shall notify The County Superintendent of Schools of the day and time selected. Within 15 days prior to the date of the annual meeting, the superintendent shall notify in writing all board members and members-elect of the date and time selected for the meeting. At the meeting, the board shall assign following officers through rotation: President, number 1, Vice President, number 2. Clerk, 3. Representative, San Mateo County Committee on School District Organization and Liaison to California School Boards Association and San Mateo County Boards Association. Appoint the superintendent as secretary to the board. Authorize signatures. Confirm or update a schedule of regular meetings for The year and the board governance calendar. Designate board representatives to serve on committees or commissions of the district, other public agencies, or organizations with which the district partners— district partners or collaborates. Uh, the review and/or consider resources that define and clarify the board's governance and leadership roles and responsibilities, including but not limited to governance standards, meeting protocols, board rules and bylaws, and other board development materials. This section is the, the rotation of officers, and this is where it's going to be a bit different for us this school year— at this point in time, I should say."},{"start":3702402,"end":3702563,"speaker":"C","text":"Okay."},{"start":3702563,"end":3739459,"speaker":"H","text":"At the annual organizational meeting, the Board of Education shall rotate so that each current and reelected board member assumes the next higher position. In the officer rotation order, newly elected or appointed board members shall occupy the remaining vacant positions. If there is more than one new board member, or new board member elected or appointed, there will be a lottery to determine the order filling the board positions. And that's what's going to happen tonight. And it's never happened in my time as a 10-year, and I don't know in the past."},{"start":3739523,"end":3740025,"speaker":"D","text":"I don't think it has."},{"start":3740025,"end":3741461,"speaker":"B","text":"Either."},{"start":3741799,"end":3825440,"speaker":"H","text":"So the President of the Board of Trustees will be Mike Wells. The Vice President of the Board of Trustees, David Weekly. The Clerk of the Board of Trustees is Cecilia Márquez. And now this is where the lottery comes in. Or so there are 2 names in here. We have David's name, David Lee, and we also have Jen King's name in here. So this person will take the representative to the San Mateo County Committee on School District Organization, and that is Jennifer Ng Kwing King. Jennifer King. So Jennifer King, you are right next to Cecilia. And David, you will be the liaison to the California School Boards Association and the San Mateo County School Boards Association. Congratulations. Congratulations to you both. Now with that being said, I will turn this meeting over to President Wells. Wow."},{"start":3825440,"end":3849200,"speaker":"M","text":"Okay, so first of all, I just want to say I'm really honored to step into this role as board president. You know, I know it's routine, but it's still, you know, it's still a privilege to have this, and I really look forward to working alongside of all of you. And I want to acknowledge this moment of transition. So thank you. You got a bunch of thank yous, but it's now my privilege to be able to say it one more time. Your wisdom, experience, and deep commitment, you know, it's left a lasting mark on our district."},{"start":3849200,"end":3849500,"speaker":"H","text":"Thank you."},{"start":3850187,"end":3903374,"speaker":"M","text":"And so we're just, we're really profoundly grateful for your service. To our new trustees that are joining us, you know, I'm really looking forward to the work that we're about to embark on together. I'm excited that we're going to continue to build on the progress that we've been seeing in the district, and we're going to continue to tackle the challenges and opportunities ahead. You know, and as we move forward, we're going to keep our focus where it belongs. We're going to ensuring that every student, regardless of which school they attend, where, which neighborhood they live in, Or what kind of challenges they face, that they have access to an excellent education and the opportunity to thrive. And I really look forward to this being a productive and collaborative experience together and a year ahead. So thank you. And with that, do we have any changes to the agenda? All right, hearing none, is— can we get a motion to approve the agenda?"},{"start":3903374,"end":3903520,"speaker":"G","text":"So moved."},{"start":3903520,"end":3903665,"speaker":"M","text":"Second."},{"start":3904728,"end":3905910,"speaker":"D","text":"I move we approve the agenda."},{"start":3905910,"end":3910444,"speaker":"H","text":"Perfect."},{"start":3911559,"end":3915583,"speaker":"M","text":"And then we normally, when we're all in person, just do a voice vote. So all in favor?"},{"start":3918115,"end":3918212,"speaker":"E","text":"Aye."},{"start":3919181,"end":3920668,"speaker":"H","text":"And then I—"},{"start":3921444,"end":3933665,"speaker":"M","text":"moving on to oral communication. I don't see anything from oral communication. We've had plenty already. Okay, then let's jump into school and community reports. This is 9.1, Report on Local Indicator Measurement for the California Dashboard."},{"start":3936180,"end":3938186,"speaker":"H","text":"And that will be Ms. Herrera who will be presenting."},{"start":3938186,"end":3956048,"speaker":"C","text":"So tonight, um, we're going to be— because we have Jenny Tran who is our— will be presenting our California dashboard information, our state indicators, um, just to quickly give you a snapshot of how we did last year on the assessments. So I know Jenny's online."},{"start":3956146,"end":4260352,"speaker":"B","text":"So Jenny, good evening, board members. Cabinet members and the community. So today I'm presenting to you the Redwood City 2023-24 dashboard status, focusing primarily on state board indicators. After 3 years since the dashboard has returned post-pandemic, we now finally have some meaningful growth data that highlight how our schools are performing across all state measures. Next slide, please. Okay, so this is a snapshot of how Redwood City is doing for 2023-24 school year under the State View for Performance and Accountability. Um, what you're seeing are indicators. The indicators with the color wheels are statewide measures, including chronic absence, suspension, English learner progress, and academics including ELA and math. The indicators with no colors, it's just a standard red mark, are local indicators. These are measures and progress that are tracked locally by the district. For each of the statewide indicators, school and district receive 1 out of 5 colors coded Red, orange, yellow, green, or blue. These performance levels are the combination of the school and the district current status of how we're doing each year and the changes compared to the previous year. For the local indicators, what we're seeing here is showing standard met. I want to emphasize that, you know, the dashboard local indicator does not measure how well Our district are doing in our— in those measures, but rather, did we meet the requirement of the state to have the tools and the process in place to measure these things, like how our teachers are credentialed, the parent-family engagement? Did we survey our students and try to understand the classroom environment? So those are the local indicators tracking locally. So For our local indicators, we always then— they're met because we do have process in place to track these. For the state indicators for 2023-24 school year, from the top left going to the right, our chronic absenteeism yellow is in yellow, suspension and English learner progress are in green, and both of our academic indicators, language arts and math, are in both Both in orange. I will go over detail for each of the indicators in the next couple slides. Next, please. So for chronic absenteeism, '23-'24, we have achieved a rate of 18.4% of our students chronically absent, with a decline from the last year that landed us in the yellow color of the dashboard. For the last year dashboard, by last year I mean previous year, '22-'23 school year, we were in orange. So we declined, our chronic absence declined, and that landed us in yellow. To the right, you will see how each of our student groups are doing under chronic absenteeism indicators. Most of our student groups are in the yellow, which is the average for the district. Some student groups are doing better, more present in the classroom, which are Asian, white, and 2 or more races. The student groups that have higher chronic absenteeism rates compared to the district average are African American, Filipinos, and Pacific Islander. If you look at the bottom right corner where there is no performance color, we have 2 student groups, American Indian and foster youth. If the students— if the total count of the student is under 30, there will be no performance indicator for that group, just for the protected student confidentiality. Okay, next slide. This slide here is the distribution of our schools in different dashboard status for chronic absenteeism. The orange represents previous dashboard, which is— which was 22-23 school year. The green represents our last year dashboard status, which is 23-24 school year. If you're looking at the green, and you can see that we have less schools in the high and very high status. So for chronic absenteeism, we want our school to have a lower chronic absenteeism rate."},{"start":4260352,"end":4260644,"speaker":"E","text":"Thank you."},{"start":4261298,"end":4316743,"speaker":"B","text":"So we're hoping to move our school towards the right-hand side of the chart, right? So for '23-'24, we have reduced the number of schools in the very high and high status for chronic absenteeism. So that's the positive change. Next slide, please. So this chart shows you— so the previous chart shows you the count of how many schools In each of the status. This chart shows you what are the changes. So with those status that the school landed on, did they actually decline, improve, or did they remain the same? For '23-'24, 9 of our schools have declined the chronic absenteeism. That's a, that's a very, very, very well worth celebrating outcome for our school and district."},{"start":4316743,"end":4316935,"speaker":"E","text":"Thank you."},{"start":4318371,"end":4473875,"speaker":"B","text":"And then 3 of our schools declined in chronic absenteeism. None of our schools increased in chronic absenteeism for 23-24 school year. Next slide, please. The next indicator on the dashboard is suspension rate. With the suspension rate of 2.5% and a decline from the previous year, That landed us on a low suspension rate and a green status for the dashboard. Okay, and then on the right side, you will see how our student groups are doing in terms of how many— how— what's the percentage of students being suspended per student groups. We can see that students who are homeless, long-term English learners, And Pacific Islander, who are in the orange indicators, they are more likely to get suspended than other student groups. Okay, next slide. So this is also the school distribution of where our schools are on the dashboard. For suspension, we also, similar to chronic absenteeism, we want our school to be in the low and very low bucket. We can also note that none of our schools are in very high suspension status, so we only have high, medium, low, and very low. For 23-24-4, We have less school in high and medium status compared to the '22-'23, which is a positive outcome. Next slide, please. For the change of how the school is doing for their suspension rate, we can see an impressive— I'm sorry, we can see an impressive change in suspension at our school. 5 of our schools last year have declined significantly compared to only 1 school declined significantly on 22-23 dashboard. Only 3 of our schools increased in suspension compared to 22-23. We were— we had 6 schools increase in suspension. And then finally, in the last column, we have no school."},{"start":4473875,"end":4474296,"speaker":"A","text":"Thank you."},{"start":4474860,"end":4609051,"speaker":"B","text":"Increase significantly for 2023-24 dashboard for suspension. Next slide. So this, the 3rd indicator for the state board, is English learner progress. For those who are not familiar, annually our English learner, all English learners in the state of California will take the summative ELPAC tests, which measure their English proficiency level. The EL progress indicator measures how much progress does our English learners are doing each year towards their English proficiency. So with 47.3% of our students making progress, that's a big increase from previous year, which brought our status on the dashboard from red Straight to green for 23-24 school year. On the right side, you will see that this year the dashboard also have a distinguish between English learners and long-term English learners. They're tracking their progress separately. Before, they all group into one group English learner, but now they separate out. And the new guideline for long-term English learners now are 7 or more years. Previously it was 6 or more years, so now it's 7 or more years. You can see that long-term English learners are actually making— there's a higher percentage of students who are long-term English learners making progress on their language proficiency. Next slide. So this slide is showing you the percentage of students who increased Or decrease in their test level for ELPAC throughout the school years. What we try to focus on is the last column of 2024. We have a good chunk of 47.5% in purple. Those are students who progress at least one ELPAC, one LP level, compared to the '22-'23, we only have 40%."},{"start":4609051,"end":4609343,"speaker":"E","text":"Thank you."},{"start":4610084,"end":4897214,"speaker":"B","text":"So that, that's a very positive outcome also for our English learners. Next, please. So for our school, we do not have every school in very— we don't have school in high progress for English learners. So we only have 4 levels: high, medium, low, and very low for More than half of our schools are in high-medium progress for English learners. Only one school in very low, but that is also a— there is also a positive change compared to '22-'23 when we had 3 schools in very low status. Next, please. This graph shows you also again the change, how have the school are doing towards the English learner compared to previous dashboard. We can see that 6 of our schools go increase significantly or increase. So the 4 in green in the increase of the Pingley and the 2 in green and increase— 6 of our schools have significant growth. And very impressively, that none of our schools Declined significantly in English learner for '23-'24, while in '22-'23 we have 5. Now we have none. That's a big improvement also compared to the '22-'23 dashboard. Okay, next slide, please. So, so far those are good news. Next is the academics indicators, which Many of us are familiar with, um, when the SBA result was released back in September, we kind of have an idea of how our school was doing. Um, but compared to other statewide indicators, our district and school are not doing as well as we have seen, um, with other indicators. Um, we are now currently at 40.5 points below the statewide standard. This is a decline in performance that put it at orange status. We were in yellow last year. Now we got down to orange. However, the state is also in the same level with us, which is also orange. Next slide. This slide, you can see the number of schools in each of the status buckets at Pretty similar between 2 dashboards. 9 of our schools are in very low and very low status. So these are the status that we don't want our school to be in for academic. We want them to be on the left side, very high and high. Next slide. Similarly, here we don't see our schools are making many changes on their SBAC math dashboard. We have more schools in 2023-24 dashboard decline or decline significantly, significantly compared to 2022-23 dashboard, though. Next slide. So the last indicator on the dashboard is English learner language, English language arts. We are at 16.8 points below standard. That is also a decline from last year. However, we didn't go down, we stay at the orange status. We also comparable to the state, they're also in statewide, California statewide, they're also in the orange status. Next slide. In terms of the school distribution, we have more school going from Low performance to very low in ELA. So for '23-'24, we have 3 in low and 5 in very low. You can see that shift in the last 2 columns of the chart. Next slide. Finally, looking at the change, most of our schools, again similar to math, Are in a decline or declined significantly. So total 7 schools, 2 of the schools maintain their score, and then 3 schools increase their language arts performance. So, but overall, we are not doing better compared to the previous year dashboard. Okay, and that is the end of my presentation."},{"start":4903653,"end":5015120,"speaker":"C","text":"So one of the things I want to share is we've, um, because of our dashboard last year, um, we also put many things into place this year. So for our board members, there's a lot that has been taking place in the last 2 years, but this year we've really taken a focus on, on our English learners. And so part of our work this year with our staffing There's been a lot of work around English learners, making sure all our PD— so we have 5 and a half scheduled PDs with a half day, and all of them have been continuing in our elementary K-5, have been continuing with our new math adoption that we started last year. So we continued with PD this year in math. We've also done a number of integrated ALD, which is our focus on English learners and making sure teachers are actually using strategies, um, some of our best practices for students who are learning English in their classroom. So we have partnered with Stanford, who's working with our middle school. We have contracted with Teachers Pay Teachers, um, who also are the publishers for our ELD curriculum. And so they also are providing, um, integrated ELD as well as more focus on Language Power, which is our curriculum as well for supplemental ELD. So we've done a lot of PD this year. Apart from that, we've also been doing goal setting and conferences with our principals. We've also been doing our professional learning communities, and so we've partnered with California Reading Project, and so they have been leading us through our professional learning communities. And so we've been working with them, and so we've had our 2 cycles yet. We're still going to start our next one. And so the way it works is we do our first cycle, we come together, we review."},{"start":5015120,"end":5015361,"speaker":"E","text":"Thank you."},{"start":5016002,"end":5070620,"speaker":"C","text":"What happened on the first one, then we continue. So we're going to go into our next one in January. So we try to close off, and one of our goals is, um, we're creating a foundation this year for professional learning community, looking at data, teachers setting SMART goals, and then reviewing them as grade-level teams. Um, some schools have even had teachers create their own SMART goals with their own students, so groups of students. So depending on where they're at in their journey on the professional learning community, so we've done A lot of work. You've probably heard of our students taking the FIAB, which is an interim assessment which is similar to the state test. We're doing a writing assessment we've just administered the last couple of days, and what we're going to be doing in January is they're going to be scoring them. We're going to be then doing some data analysis on that so that teachers can then plan for instruction before we take the state standardized test. So it's giving us an idea of what needs to be done in the writing."},{"start":5070620,"end":5070877,"speaker":"I","text":"Thank you."},{"start":5071488,"end":5154104,"speaker":"C","text":"which is an area that we haven't focused in as much, but we know our students need it. And so one of the goals next year is really our professional learning communities, is it that we begin the year looking at data, creating goals, and just doing a cyclical every 6 weeks and getting into the practice of, of creating SMART goals and looking at our data more consistently. And so some schools are a little ahead of that. They have teachers who've already done that for, but really trying to get everyone on the same page and creating those cycles of inquiry, which are really important to moving the students forward, and also making the students also be aware of where they need to go through the goal-setting conferences as well. So really trying to focus on the students and what we need to do to set them in place. Last year we had a number of schools, um, the state— because if you see the red indicators, we have a number of schools who those indicators then tell us what schools we need to focus So last year we had 5 schools who were considered in a TSI, and we had 2 who are in the CSI, um, areas. And so what that means is, as a district, we have to create on our LCAP goals for how we are going to improve the work in our— with those, those teachers and those, those schools. So we have partnered with Teacher Created Materials. Um, we have had— they've been working with our coaches, our district MTSS TOSAs."},{"start":5154104,"end":5154297,"speaker":"F","text":"Thank you."},{"start":5154746,"end":5370983,"speaker":"C","text":"Not TOSAs. I mean our staff development, and we are going through a series of coaching so that they're learning to do coaching as well. And we are reviewing best practices. They're planning at sites with teachers. They're on site 4 days a week at this designated site. So we're really truly— we understand, we know that how important it is for teachers to have someone to plan with and be there when they need, you know, they may have a A question about curriculum. So we're really looking at those school sites. And this year, um, we've been very fortunate that we have moved some of these schools out of these statuses for this coming year, um, but our focus is still there because we're still in red indicators. Um, so for our ATSI status, we've also partnered with TCM and CSI. We've done 3 cycles of what we call coaching cycles. So we have our TCM coaches who are masters, who are really College professors who come in and they do some demonstrations. We debrief, and then teachers now— so our first one was a lot of demonstration lessons, a lot of debriefing. The second one was a demonstration by them. One of our coaches then did a lesson, and then they were debriefed, and then there was some planning time for teachers. Um, we're going to enter our third cycle, um, coming up in January, and so we're working on what that is going to look like— a demonstration, bringing actually other school sites together to view grade levels and then plan. So it's a little different model because they were just at their own level, at their own school sites. But our— we know that the benefit of having others see and demonstrate, also providing them good planning time on standard-based instruction, is one of our goals. And so that's what we're going to be focusing on. And for our CSI schools, we have 2 extra cycles that will be coming up. We're still planning those as we go through the cycles, then we look at what are the needs of the schools. But all of them have some form of demonstration, some form of coaching for our coaches, as well as planning time for our teachers. So really, we're really trying to make sure that we're covering all of these sites because all of these sites have English— had English learners and red indicators in both math, and many in math and many in ELA. But as you can see, we have made huge improvements in our English language development with our students. We have a long way to go still in our language arts and math. We've put a lot of new curriculum into play in the last couple of years, and so we know that it takes time for everyone to become solid in the teaching practices of our new curriculum. But I think this year we have also put into play our cohesion— what we call our cohesion program model at the district— where we're really looking at as a district Making sure everyone's doing standard-based instruction. We're looking at the curriculum and that we're seeing it in action. And as all of us cabinet members are out and about at school sites, we're really looking to make sure that is implemented, because we can only be— part of that information is we use that information to do our PLC work, which we want everyone to be doing. So that means common assessments that really— and looking at the data. And so we can't do that if we're not all on the same page. So this year we're really putting a lot of that into practice so that next year we'll be much more stronger in having a cohesive system and alignment. And we have now our data of what we'll be looking at with our staff. So there's a lot of work had gone into all of that. Just wanted to bring you two on board as to all the information that— so everyone understands there's been a lot of work. And so we're now starting to plan for next year as well."},{"start":5370983,"end":5371239,"speaker":"E","text":"Thank you."},{"start":5371675,"end":5393612,"speaker":"C","text":"And trying to figure out what are our next steps next year, because we only actually have one school in ATSI status next year. So we have moved a lot of them out. You don't need a lot, but it just means there's been a lot of movement. And so we really want to focus on this one school next year, but we'll continue to focus on the schools that have red indicators. So any questions?"},{"start":5393612,"end":5400620,"speaker":"M","text":"Yeah, okay, yeah, we can open it up to board questions and comments. David, you look like you were ready to jump in first."},{"start":5400685,"end":5401202,"speaker":"I","text":"Do you, David Lee?"},{"start":5403934,"end":5406112,"speaker":"M","text":"No, no, no, no, no, please go ahead. It's your turn."},{"start":5406112,"end":5449056,"speaker":"G","text":"That's super helpful to get the context and to see the data. My big questions were kind of just like seeing what the results are, knowing kind of where we are at that point, and then tying that to qualitatively what we've been doing to, one, see what's causing it as well as how we're addressing it. It sounds like there's been quite a bit, especially on EL, the English language learners. English learner progress, but super, super glad to see all the progress that's being made. And it sounds like there's a clear— or it sounds like we have a clear idea of what is causing that, which is the large investment in English learner PD, etc. And then sounds like there's a lot of best practices that you're taking there, not only for English learner but also across the board with math and ELA."},{"start":5449217,"end":5449554,"speaker":"J","text":"Is that fair?"},{"start":5450727,"end":5450791,"speaker":"L","text":"Yes."},{"start":5451547,"end":5474204,"speaker":"G","text":"I guess my questions are a little bit on the math and ELA. One, Do we, do we have a sense of how this data compares across the state in terms of like if other areas are generally seeing declines? But the question's more of, do we think that this is kind of like COVID rebound kind of thing where it's widespread, or do we think that there's something a little bit more isolated that we're experiencing?"},{"start":5474204,"end":5594155,"speaker":"C","text":"I think in terms of the state, we're probably very similar. When they look, when we look at their math scores, it's very, very similar. were probably comparable to them. I don't think that this, you know, maybe COVID, maybe many other things. One of the things that you need, and we need, all need to know, is that our focus in reading has been really immense because the state standardized test is no longer just arithmetic. It is reading word problems and then having children explain. So if they can't read it, they're not having the access to be able to explain their thinking. So we are really putting a lot of effort into making sure our students are reading, because that is a big need. If they're not reading by 3rd grade and that's their first assessment in 3rd grade, um, we're doing a disservice to them because they're not gonna be able to assess the test. They're not gonna be able to take the test in a way and show really what their knowledge is. One of the things we are putting into play, and we've heard this, um, I've heard this from teachers and we're moving forward to that, is trying to figure out how do we— in the past years we were over, we did a lot of assessments and i-Ready and constantly. So we've looked at Um, what other assessments can we do? And so one of the things the teachers are asking for is we did interim assessments which mimic, right, the state. Some of our curriculum actually has some of those practices as well. And so we're really— teachers are asking, can we put that into our cycle of inquiry? So this year is a slow rollout because we're barely getting back. So hopefully next year we'll be doing a little bit more of that, just so that we're preparing the students for what the test will look like, as well as giving them those exposures for our students. Um, but we tell teachers, be patient, because there's a lot of— this is the first time we're doing it in a number of years. And so there's— we just this month, there's been a lot of hiccups and things aren't working the way we want them to do. So we're hoping that that state— the state will fine-tune that so that next year, if we're doing it more cyclical on a regular basis, um, it will be able to address some of those things and give the students opportunities to actually practice, which we hadn't done in the past."},{"start":5595440,"end":5596435,"speaker":"J","text":"That's super helpful."},{"start":5596805,"end":5611272,"speaker":"G","text":"Um, the only other question I had was, and I might have missed it, um, was just on the chronic absenteeism and the suspension. Also encouraging to see the progress. Are there specific things that we are tying to that improvement, like make sure we keep on doing that?"},{"start":5611272,"end":5645470,"speaker":"C","text":"There's been a lot of work on that. Um, I would say our Director of Student Services, Antonio, has monthly meetings on attendance with our We've been working on that since the pandemic. He has put into place some protocols that now are being used at all the sites. There are teams that are really looking at that. We have our MTSS TOSAs who also support. So there's an assessment team, there's an attendance team at each school site that meets monthly or regularly. We have a new system in our PowerSchool, our PowerSchool analytics that actually provides this information right away."},{"start":5645470,"end":5645682,"speaker":"K","text":"Okay."},{"start":5646698,"end":5765613,"speaker":"C","text":"about our attendance, which we didn't have in the past. So this year, people are actually able to see it very quickly and say, oh, this student was absent or not. You can actually track it a little bit better. But there's been a lot of work in it and a lot of emphasis in the last 2 years calling parents, really trying to get them into school. We are seeing that schools— students are, you know, starting to come back. We still have some students who are struggling. Um, and so trying to put into place what do we do for those students who have high anxiety, because we still have some students who are really anxious and aren't coming to school because of high anxiety. So really trying to put things— put things into place. How do we bring them back and work with those families and bringing them back slowly if they're not ready to be here all day, but trying to transition? So there's been a lot of work done in terms of suspensions. I know our Director of Services last year met with every single principal in terms of what high suspensions and really went over how can we create an alternative to suspension. What can we do? Let's look at why we're suspending. What are the reasons? What is suspendable and not? So going through all of that really helped, I think, our principals understand what is actually suspendable versus not. There are some things that are just, you know, egregious, you have to suspend, and there are those that you figure out how do I manage that in a different way. Um, in the past, vaping was huge, and we haven't had as Knock on wood. As much vaping this year, but there was a lot of suspensions for vaping and smoking, which this year we haven't. And so again, looking at how do we— what's the alternative to vaping? How do we provide those students the support? So that's been a huge amount of our time in the past couple of years. So I think that's been a change that we're looking at, no longer suspending for that. Just that one area brought in a lot of suspension. So looking at our, our reasons for suspension and going through with the fine-tooth comb really Um, has helped us put a different light on why and continue to work on our PBIS models across the district as well."},{"start":5765613,"end":5767803,"speaker":"K","text":"Thank you."},{"start":5767803,"end":5768560,"speaker":"B","text":"You're welcome."},{"start":5768560,"end":5771814,"speaker":"M","text":"Jennifer, are you ready?"},{"start":5771959,"end":5772056,"speaker":"H","text":"No?"},{"start":5772475,"end":5772684,"speaker":"E","text":"No."},{"start":5772765,"end":5773506,"speaker":"M","text":"Okay, Cecilia."},{"start":5773506,"end":5796081,"speaker":"C","text":"Um, sure. Thanks, Jenny, of course, like always, for the presentation. Um, and my question, my question regarding long-term English learners, when we talk about 7+ years, are we referring to students that are in our district 7 or more years, or are we counting them as 7+ years in this country?"},{"start":5796081,"end":5836805,"speaker":"B","text":"That would be 7+ years since the day they were identified as English learners, because the state would basically say you've been learning English for 7 years, you are a long-term English learner. Um, so They do collect the time and the date the student was first assessed with the test, and they take it and they do 7 years. The tricky part was that if just, let's say, the student was an English learner in May last year, right? It's like 1 month before the school end. Then they consider 2 years of English learner this year. So as long as you are English learner at any point in time during the academic year, that's counted with 1 year."},{"start":5836805,"end":5836919,"speaker":"E","text":"Okay."},{"start":5837299,"end":5849898,"speaker":"B","text":"So you can have a student who just came to the country last May, they are now 2 years of English learners. Um, that's just how they simplify their formulas, and that's how they calculate. Okay, great."},{"start":5850174,"end":5850562,"speaker":"E","text":"Thank you."},{"start":5851615,"end":5872260,"speaker":"C","text":"Um, and then my more of like kudos regarding again the absenteeism. Um, I want to say thank you to everyone involved in calling the families because obviously we've heard this in the past and how that's That's making a big difference. So thanks to all those involved. Um, and I don't have any other questions, just want to say, you know, thank you, because again, the needle is moving. So I appreciate it."},{"start":5872260,"end":5917337,"speaker":"D","text":"So I feel like we got kind of a mixed bag on this. There's clearly lots of effort that was spent on absenteeism. Every message that I get for my kids at my school is like, remember, you gotta send your kids to school, right? And so it's very clear that the district on Lots of different axes is trying hard to drive up attendance and drive down chronic absenteeism. And we see that reflected, that effort seems to be bearing fruit. So I think that's fantastic. We also are seeing good progress in terms of English language learners, which is great. I find it— the change in definition for long-term English language learners, that definition changed from 5 years to 7 years. I feel like it's a step back, and I'm kind Kind of disappointed by this. This is the state level, right?"},{"start":5917337,"end":5918026,"speaker":"F","text":"Right."},{"start":5918026,"end":6073506,"speaker":"D","text":"Because again, I think there's such clear data that we have that English proficiency by the end of 3rd grade is such a clear determinant of long-term academic outcomes that if we say like, well, if it takes 5 years, 6 years for them to become English proficient, that's fine. We know it's not fine, right? So we have to— however the state wants to do this and sort of lower the bar a little bit. I think we need to have a high bar. It's like we really need to have a goal that, especially with TK now, we've got that whole extra year of being able to intersect kids, that by the end of their 3rd grade that we need those, those students to be English proficient. That really needs to be a target for us. David Lee, you asked a good question about the state-level data and sort of how our data compares against that. I'm futzing around my laptop here. There's the open website at caschooldashboard.org that includes the state-level data. It's interesting to see, looking back the last couple years, that English proficiency across the state is, is a hair below standard but relatively static, holding just a little bit below standard. Whereas we're seeing in our priority schools a continued decline and increasing separation from the So there's a deceleration that we're seeing in the priority schools in Redwood City that we are not seeing more broadly reflected across the state. That deceleration is also evident in math now, and the math bar for the state of California is significantly below standard for the whole, for the whole state, but does not seem to be experiencing a deceleration to the same degree that we're seeing in our priority schools. So there's something that's going on here in the district in terms of The level of academic attainment in English and math that is going beyond what we're seeing in the state. And it's frustrating because it feels like we're doing a lot of the right things. We had a very thoughtful curriculum search for illustrative math, you know, talking with teachers, talking with the teachers union. Like, we got like really positive vibes out of that. We know that professional development is really the way forward to help teachers. continue to master their profession. And like, it feels like we're doing a lot of the right things, but it's not showing up in, in the data, and we're falling further and further behind. So it's, it's kind of frustrating. I, I, I don't have any sort of magic advice for, for how we can get better, but just, I think we need to start with an acknowledgment that we are well behind, especially for our priority schools. If we were to group those, and that might be an interesting request for like the future, is to go and like group the priority school data."},{"start":6073506,"end":6073619,"speaker":"J","text":"Yeah."},{"start":6074127,"end":6080473,"speaker":"D","text":"And we're falling further and further behind the, the state bar, and we need to figure out how we're going to course correct to, to close that gap."},{"start":6080473,"end":6205200,"speaker":"C","text":"So I just want to reiterate, we did— this is our second year in our new curriculum, so it does take 3 to 5 years. So I just want to say we're not there yet. Okay, let's put that yet on there because it does take time. And I do think walking around our classrooms and we're visiting and seeing math in action, yeah, it's been very inspiring this year. to see how many of our kids are really rising to the challenge of the math and all, and all priority schools. And the consistency of the curriculum, I think, is very important now that we have— because in the past we did, we didn't have a consistent curriculum. And there were some curriculum that was working really well, but we just weren't consistent. And now that we have consistency, I think it'll get us— it'll get— we'll get there, David, I promise. It's just going to take some time as teachers are honing in their skills. It is a different way of teaching math than our own teachers ever learned, or, you know, learn themselves. So they have to also learn the skills of open-ended questions and guiding questions versus not giving the students the algorithm. It's really hard when you know the algorithm and you just want to give it to them, right? And but there's a process to the inquiry of the math, and that takes— it takes a while for a teacher to adapt to that. But what we have been seeing in the classrooms is they are doing the curriculum, um, much more than they were last year, because last year was a first year and there was a lot of new changes. But definitely I have been happy to see in all our priority schools that we're visiting that the curriculum is being done, to see the level that the students are really answering those questions. There's still going to be struggles again, because if they're not accessing the reading, but really trying to figure out what are the tools that we can provide for them So that if they can't read it, how do we access the reading for them? Because it really is about, do they understand the concept? Can they explain their thinking? So really getting there, and I do believe we'll get there. And I think this year we'll— we should be getting stronger at that. It's our first, you know, full, full year of that implementation. Um, so we can only be hopeful that we will make the— that it'll move the needle."},{"start":6205200,"end":6208885,"speaker":"D","text":"I've heard nothing but good things about the, the curriculum selection."},{"start":6209158,"end":6210168,"speaker":"J","text":"So yeah, I'll just—"},{"start":6210168,"end":6219390,"speaker":"G","text":"one more question, because I think this— just want to make sure I'm understanding clearly. The data that we're looking at is— we are currently in the second year, and therefore the data that we're looking at was the first year, correct?"},{"start":6219390,"end":6220047,"speaker":"J","text":"Correct."},{"start":6220047,"end":6254054,"speaker":"H","text":"So hopefully when we move forward and we see next year, we'll see this progress. The thing that really concerns me most is that, um, and yes, David, that it is— the state says 7 years, but if we get a child who's in the third grade and the child is Speaking English, there's a lot of catch-up to do. A lot, a lot. And as Anna pointed out, if you don't have— it's in English and you're reading, it's, it's a lot of reading to do. And, and if you are not proficient, you're gonna bomb out on that test. It's ridiculous that they still have to take that same test."},{"start":6254054,"end":6267874,"speaker":"C","text":"And our English learners, newcomers, have to take the test. In Spanish, they don't have to do the ELA test for 1 year. They're exempt for 1 year, but they have to take the Spanish— I mean, the English— the math test regardless. Regardless, they have to take it."},{"start":6267874,"end":6336390,"speaker":"H","text":"So I, I think as we move forward, and as what you see when you visit classrooms, you see the type of instruction that is happening in the classroom, you will see it's a different way of how teachers are teaching math. The, the reading is really coming along, especially with the different types of materials that we've acquired and we've been trained on with, with, um, not only the California Lit Project but also with Hegarty and moving that forward. So it's, it's definitely moving in the direction we want. It's not moving as fast as we would like. I think one thing that has been really good at the priority schools is the amount of support this year we have put in. We put in extra support at those school sites to especially work in the area with those students who need that extra nudge to get them where they need to be. And then also meeting with their parents on— even though they cannot, they don't speak English at this point in time, but there are things that they can do at home to make sure that what they're— what we're asking the child to do, that they can just follow up on."},{"start":6337000,"end":6348580,"speaker":"G","text":"So hopefully that's another piece that would be more I think it's just a little bit frustrating for everyone that the data always comes in a year after, right? Because then it's like, how do we do this?"},{"start":6348580,"end":6351710,"speaker":"H","text":"Wasn't it supposed to start— like, you were supposed to get it back early?"},{"start":6351710,"end":6371790,"speaker":"C","text":"Actually got it a little bit early. Next year we're supposed to get that. So we got it earlier this year. Next year is supposed to be earlier. Eventually, in 2 years, you're supposed to start getting in October. We get the results right away now. I mean, we leave the— just, we leave this school year and we have the majority of the results. But it does take them long to process the whole dashboard."},{"start":6371790,"end":6380800,"speaker":"M","text":"And you did present the results to us in September, our September 25th meeting. We saw the math and ELA results from last year at that meeting. This is just now the dashboard."},{"start":6380800,"end":6382840,"speaker":"C","text":"This is the dashboard data, correct."},{"start":6382840,"end":6399855,"speaker":"G","text":"Yeah, I think to the point of, um, I am certainly eager to see how things play out in the second year and forward, but it's also great to hear that a lot of the work is also going into incorporating some of the— into the interim assessments, a lot of the same sort of stuff. So hopefully, you know, we can get a little bit more real-time data on like how we're Thank you."},{"start":6399855,"end":6456474,"speaker":"M","text":"Yeah, um, and, you know, also I'll point out that we did hear this at the September 25th one, and at the time, um, you know, you spoke a lot about the— all the things that were changing this year for, um, to be able to help it. Um, most notably, uh, and I just want to acknowledge the amount of time that you and your cabinet got to put on your inner principal and go back and, um, help Go visit the schools and see, you know, how to— what kind of support they need and what, what, where you can help and how to get it in there. And from listening to the Roosevelt report last year, it sounds like that's been making a tremendous difference. Tina had told us that, you know, in her data that she's seeing now, they are seeing movement in the direction that they want to go. And so I think that's, that's really positive. One thing I wanted to ask is, was Language Power new this year, or did we start that last year? I know TCM coaching, the coaching is new this year."},{"start":6456474,"end":6456588,"speaker":"J","text":"Yes."},{"start":6458292,"end":6537838,"speaker":"C","text":"Right. Yeah, LanguagePower, we adopted it— I mean, we started it last year. We had a slower rollout, um, because we had to purchase all the items. It's a very different type of curriculum where it's leveled. So we have 3 levels in K-3, K-2, 3 levels in 3-5, and 3 levels in 6-8. So it's really about where are the kids if they're on their ELPAC score. Um, if there are 1s, they're going to get Level A. If there are 2s, you get Level 2. So it's about how you regroup. And so one of the things that the challenge last year was you have kids who are moving, or, you know, they're not stagnant, right? They— you have moving. So you're trying to see on their ELP level, where do they need to go? Which unit? Where do we start them? If they're a 1, a high 1, we want them in the 2, right? So we don't want them just in the level 1. So it's looking at that. We were learning how that curriculum works. So there was a— there was a lot of work on that. We're still— this year we've fine-tuned it a lot better. We still have a lot to do to refine so that we start these year with the program because it does take time to look at their levels and figure out the right kits and which group and who— they do regrouping in the schools. And so making sure that all of that before we leave— our goal this year is that by the end of the year, principals leave, they'll have their groupings, they'll know, and so that we start the year right away with the right kits. Because we've had movement of kits."},{"start":6537838,"end":6538416,"speaker":"B","text":"Right."},{"start":6538416,"end":6556884,"speaker":"C","text":"And so because of the movement of kits, you start with one, then you move to another. Because you may have whatever was identified. So, but this is our first full year again. Some still— schools last year got their curriculum sort of like January because they were ordering the wrong— they had got the wrong kits, and so we were waiting. But this is the first full year with that."},{"start":6556884,"end":6585201,"speaker":"H","text":"Yeah, and the other thing is the, the regrouping, the regrouping that's occurring now, which didn't, uh, didn't happen before, which is really good, where you have a grade level, say there's 3 teachers at a grade level and they're each taking X level, or making sure they don't have multiple levels in their classroom, and then cycle through those groups and do, do an analysis of the data after they've given a test and then regroup again. So that's something that is also— that's very positive."},{"start":6585201,"end":6617678,"speaker":"C","text":"Yeah, and I think we started a lot of that, Dr. Baker, last year, of making sure in their schedules it was getting done. So one of the things the state says, we need to make sure if they're identified as English learners, they must have ELD. And so our doc, um, Catherine, has been super— Ms. Herrera has been super about visiting classrooms. Is it happening when you say it's happening? What do we need to do? And so we're continuing that even through our educational rounds as well. So we're really seeing the consistency this year. We started last year, but really being looking at it now."},{"start":6617678,"end":6618000,"speaker":"F","text":"Okay."},{"start":6618352,"end":6624389,"speaker":"C","text":"Because it— those kids deserve what they need to have, and they need those supports. So we're really making sure that that's happening this year."},{"start":6624389,"end":6657074,"speaker":"H","text":"So when you visit schools, ask for the schedule, ask for their schedules if they have. These schedules are relatively new. We, we have asked them to put schedules together and let— review the schedules with us. We sometimes make changes which are not, um, appreciated, let's put it that way, but we want them to go in that direction, and we always Explain why we want that. And sometimes they're not received well, but, but they move forward with it. And I said, let's try it, let's work with that. And so we've been quite promised and successful with it."},{"start":6657074,"end":6675019,"speaker":"M","text":"And then the professional learning community sound like they're, you know, great support to be able to get everything aligned across grade levels. One of the things I think you'd mentioned in September was trying to align the formative tests with when they meet. So that they'd have that information. Did that happen? Has that been effective? I mean, I don't know if you know yet, but—"},{"start":6675019,"end":6727312,"speaker":"C","text":"So in, um, we did. When in math, we haven't quite— in math, we're sort of doing our— because this is our first 4— I mean, our second year in it. But one of the things that we've developed— I wouldn't say I developed, our math coach developed— was making sure we had certain, um, right before report card, a certain assessment this year. And certain— and some— so we're actually looking at the data, like who did the assessments, reminding principals, hey, we need you to insert them, but we want to see how kids are doing, um, so that we can then start tracking that, looking at information. How are we doing on this chapter? So really, and our goal next year is that they will be doing these every so often. Um, because the teachers are still learning, there is a lot of checkpoints in between the math curriculum, so they're really doing that. We have it for the Heggerty for BPST. We have that down. Everybody does that recording."},{"start":6727312,"end":6727668,"speaker":"J","text":"Okay."},{"start":6728187,"end":6758024,"speaker":"C","text":"And that data analysis. It's just the math that we're trying to get into play. And so again, because we're trying to get the cohesion, and because for the PLC, in order to have a PLC, you all have to have a common assessment you're looking at. And so we're really trying to get that rolling out better this year. And so we have our middle schools have— are looking at common planning time as well. And what do we need to do for them so that they can have these assessments that they're looking at? So everybody's working on it. It's just going to take time so that Sure, we are. We have it all in place."},{"start":6758024,"end":6797268,"speaker":"M","text":"Great, thanks. And thank you, Jenny, and everyone who worked on putting together this report and, you know, getting it ready for the dashboard. I would also want to celebrate the progress that we saw, right? I think people had mentioned it, but great, great progress on chronic absenteeism, the suspension rates, and the emerging bilingual progress. So that's awesome. We don't want to forget about that. We talked about math, and we hadn't— I don't think we'd seen that data from last year yet. So that was, that was good to see. And it was good to hear the updates on all of the efforts that you'd started this year and how that's progressed since we last heard about it in September. Anything else to add?"},{"start":6797268,"end":6798512,"speaker":"H","text":"At the moment."},{"start":6798512,"end":6812163,"speaker":"M","text":"All right, I say we move on to a discussion item on— this is, yes, assignments for school assignments and committee assignments for the board members for the remainder of the school year."},{"start":6812698,"end":6843491,"speaker":"H","text":"So you have in front of you a draft, and what you see marked through are the school assignments here that Janet was assigned to and the school assignments, assignments that Elisa was assigned to. My recommendation is just to move forward with those. So, um, for Janet's assignments, that David take those On for the remainder of this school year. And, huh?"},{"start":6843491,"end":6844235,"speaker":"K","text":"David Li."},{"start":6844235,"end":6858709,"speaker":"H","text":"David Li, that's right. David L. David Li, David L. Um, and that Jennifer, uh, take on the assignments that Elisa had. And then we can talk about those assignments on our one-on-one meetings when we meet together."},{"start":6859504,"end":6859683,"speaker":"B","text":"Okay?"},{"start":6860414,"end":6917075,"speaker":"H","text":"Is that all right with you? Perfect. The next one is a— definitely a discussion. These are the superintendent committee assignments, and where we need representation is on the Policy Committee, on the Audit Committee. You will see the Citizens Bond Oversight Measure T Committee, the Bond Construction Committee. Superintendent's Advisory Committee, and then Workforce Housing Committee. So those committees that are the Superintendent's Committee are up for, you know, our new board members and for any of our veteran board members that would like to participate. So this is a time to ask questions. Um, Let me know."},{"start":6917219,"end":6921630,"speaker":"M","text":"I think sometimes we also allow shifts in trades if people want to do that as well."},{"start":6921710,"end":6922608,"speaker":"H","text":"You can do that too."},{"start":6922752,"end":6925495,"speaker":"M","text":"Yeah, just, yeah, pointing that out if there's something that people just—"},{"start":6926296,"end":6932326,"speaker":"D","text":"point of order, the Citizen Bond Oversight is now Measure S Committee, right? Um, it's for on S and not T."},{"start":6932551,"end":6942146,"speaker":"H","text":"Oh yes, that is S, because T— wait, wait, there is still some T. I'm talking— there's still some T. It's a combined Yeah, committee."},{"start":6942420,"end":6943774,"speaker":"D","text":"So maybe we're S&T."},{"start":6944193,"end":6944354,"speaker":"A","text":"All right."},{"start":6944419,"end":6947723,"speaker":"H","text":"Yeah, that's right. I forgot about the little solar piece."},{"start":6952184,"end":6970600,"speaker":"C","text":"Would it be helpful maybe for the new board members to know, like, for example, one of the things is like I usually join the committees that are later in the afternoon rather than during the day, right? So I don't know, that would be helpful for them to know, like. When this committee's— how often they meet, or—"},{"start":6970600,"end":6977558,"speaker":"H","text":"So the Policy Committee, Wendy, would you like to take that on when you meet? And, um, definitely."},{"start":6977622,"end":7020281,"speaker":"C","text":"So, uh, this committee reviews board policies, and, um, in advance. So I, I would send them out a week in advance to review, but we look at about 10 at each time. The meetings have been about an hour, but we might schedule them an hour and a half just to start off until we're Get our, our groove back here, and I'm very flexible on when we schedule it. So it's just if we calendar it, we strive for once a month. We've gone every 6 weeks, and we don't meet over the summer. But in general, that has been our time frame that we have historically been using, with a goal of bringing about 7 to 10 board policies to most board meetings throughout the year."},{"start":7020281,"end":7020489,"speaker":"E","text":"Thank you."},{"start":7028604,"end":7029121,"speaker":"F","text":"Questions?"},{"start":7029121,"end":7029347,"speaker":"K","text":"David?"},{"start":7029347,"end":7031722,"speaker":"G","text":"No questions. I'm interested."},{"start":7031722,"end":7032852,"speaker":"J","text":"You're interested?"},{"start":7032933,"end":7033579,"speaker":"H","text":"Okay, perfect."},{"start":7033579,"end":7054430,"speaker":"M","text":"I mean, I'll jump in and say that, you know, I'd like to stay on the 2 bond committees, the construction committee and then the oversight one, and I'd like to join the workforce housing committee. And I think— I don't remember, do we usually put the board president on the 2 by 2 by 2?"},{"start":7054430,"end":7059240,"speaker":"H","text":"Yes, it would be to one's advantage to do that."},{"start":7059240,"end":7059440,"speaker":"A","text":"Yeah."},{"start":7059440,"end":7062360,"speaker":"M","text":"So anyways, I can confirm here for the 2 by 2 by 2."},{"start":7062360,"end":7064650,"speaker":"H","text":"Right. I was— I'm okay."},{"start":7064920,"end":7065600,"speaker":"B","text":"Perfect."},{"start":7065600,"end":7066350,"speaker":"J","text":"That'd be great."},{"start":7066640,"end":7067970,"speaker":"H","text":"I wasn't down there yet."},{"start":7067970,"end":7068800,"speaker":"K","text":"Oh, yeah."},{"start":7068800,"end":7070820,"speaker":"M","text":"Sorry, you're still superintendent one. Yeah."},{"start":7070820,"end":7070980,"speaker":"J","text":"Okay."},{"start":7070980,"end":7072280,"speaker":"M","text":"So wait, pass on that one."},{"start":7072280,"end":7073140,"speaker":"H","text":"I know."},{"start":7073140,"end":7073660,"speaker":"M","text":"Take it away."},{"start":7074020,"end":7074420,"speaker":"H","text":"I know."},{"start":7074420,"end":7075680,"speaker":"M","text":"Let's stay at the top part of the boxes."},{"start":7076538,"end":7084206,"speaker":"H","text":"So anyone else for the Policy Committee? If there isn't anyone else, we'll just go with David for this, right? For this round right now."},{"start":7084206,"end":7086763,"speaker":"G","text":"I would love a partner."},{"start":7086763,"end":7096372,"speaker":"H","text":"Okay, Jen, perfect. Thank you. Let's come down to the Citizen."},{"start":7096372,"end":7117191,"speaker":"D","text":"Just for completeness also, this is gonna be the wrong time to litigate, but I'm realizing that there's Probably it would be good for us to have somebody on a committee with folks from the surrounding high school districts as well, right? So like to form a committee where we get somebody from Sequoia, somebody from Redwood City."},{"start":7117271,"end":7118138,"speaker":"H","text":"That's a 2 by 2 by 2."},{"start":7118186,"end":7118941,"speaker":"D","text":"That is the 2 by 2 by 2."},{"start":7119005,"end":7121976,"speaker":"M","text":"Yeah, it's 2 from Sequoia, 2 from Redwood City, 2 from that."},{"start":7122056,"end":7126102,"speaker":"H","text":"For so much. Yeah, city manager on it and council members."},{"start":7126568,"end":7126905,"speaker":"A","text":"Yeah."},{"start":7128746,"end":7129796,"speaker":"M","text":"Good idea."},{"start":7130523,"end":7141483,"speaker":"H","text":"Yeah. So the Measure S and T Committee, we have Mike on there. Anyone else interested? The Citizen Bond Oversight Committee."},{"start":7145920,"end":7148901,"speaker":"A","text":"Okay, Jim."},{"start":7148901,"end":7151374,"speaker":"J","text":"And just for reference, that meets 3 to 4 times a year."},{"start":7151374,"end":7154926,"speaker":"M","text":"Yeah, and in the evening. On like usually Thursdays, right?"},{"start":7154926,"end":7156181,"speaker":"J","text":"You try to make it on Thursdays."},{"start":7156181,"end":7162657,"speaker":"C","text":"Yeah."},{"start":7162657,"end":7185592,"speaker":"H","text":"Bond Construction Committee, that normally meets there. For a while it was meeting every week. Right now, um, nothing is in motion at this point in time, but once it starts ramping up, it will be every meet— it will be every week because it'll be A board item at every board meeting, and I like to have that represented."},{"start":7185592,"end":7188945,"speaker":"M","text":"And we haven't picked a time for that yet. Okay, good. So that's still negotiable."},{"start":7189090,"end":7189796,"speaker":"H","text":"That's still negotiable."},{"start":7189844,"end":7190004,"speaker":"B","text":"Great."},{"start":7190566,"end":7192090,"speaker":"H","text":"Still negotiable."},{"start":7192090,"end":7193598,"speaker":"M","text":"But Thursday time won't work."},{"start":7193695,"end":7196085,"speaker":"H","text":"So, okay, okay, that's— it'll be negotiable."},{"start":7196085,"end":7201043,"speaker":"C","text":"Can you remind me what the induction— what does that entail?"},{"start":7201043,"end":7203065,"speaker":"H","text":"Wendy, I'm going to give that to you."},{"start":7203065,"end":7220990,"speaker":"C","text":"This is a fun, feel-good committee working with, learning about Our new teachers' progress and success through to meet their clear credential. It's up to 2 meetings a year, usually one in the fall, one in March for sure."},{"start":7221504,"end":7223253,"speaker":"B","text":"That is no more than 2 hours."},{"start":7223430,"end":7228935,"speaker":"C","text":"We try to keep it to an hour. And then there is the colloquium at the end of the year."},{"start":7229368,"end":7234776,"speaker":"B","text":"That is a nice reflective get-together about the success of the year and the teachers' progress."},{"start":7234776,"end":7235001,"speaker":"E","text":"Thank you."},{"start":7238850,"end":7239933,"speaker":"C","text":"Sure, I'll join that."},{"start":7239933,"end":7253411,"speaker":"H","text":"So that is— and so, Mike, are you the only one on the Bond Construction Committee at this point in time?"},{"start":7253411,"end":7254169,"speaker":"M","text":"At this point, yeah."},{"start":7254169,"end":7310694,"speaker":"H","text":"Okay, right. Uh, and then the Superintendent's Advisory Committee, that is normally— we Jorge, are we doing how many times per year now? We used to meet every month. 4 to 6 meetings a year. And there are topics, and there's a representative from each school site on that. Plus Cecilia, I do one now in totally in Spanish, but I do that on a Friday morning, and I— and Cecilia's the rep for me since she's bilingual because it's all done in Spanish. I don't do any translations in English, but for this one, this is the English one. It normally— is it a Monday? It's a Monday normally, and it go— and we start at 6 o'clock. We go from 6 to 8 normally, and depending on who's presenting also."},{"start":7310694,"end":7313723,"speaker":"G","text":"Be interested in joining that."},{"start":7315880,"end":7320040,"speaker":"H","text":"David, Jennifer. Okay."},{"start":7325042,"end":7325398,"speaker":"K","text":"All right."},{"start":7325463,"end":7343470,"speaker":"H","text":"Workforce housing, we have Mike. All right. Okay, then I think we're fine with the exception of the Audit committee, are you fine being on it by yourself?"},{"start":7343470,"end":7357820,"speaker":"M","text":"Yeah, I mean, if others want to join, that's okay. It's a once-a-year meeting where you just review the audit before it comes to the board, to the board for things, so that if there are any questions or clarifications that are needed prior to it coming to the whole board meeting."},{"start":7357820,"end":7358840,"speaker":"C","text":"Once a year?"},{"start":7359180,"end":7360360,"speaker":"H","text":"I'll do it once a year."},{"start":7360360,"end":7368540,"speaker":"M","text":"Yeah, although usually, I think historically, you've not had budget committee members on the audit one. I don't remember why, if that was on purpose or not."},{"start":7368540,"end":7368900,"speaker":"J","text":"I don't know if you care."},{"start":7368900,"end":7369740,"speaker":"H","text":"Okay, it doesn't matter."},{"start":7369802,"end":7370690,"speaker":"J","text":"It doesn't matter."},{"start":7372288,"end":7372466,"speaker":"A","text":"Done."},{"start":7373677,"end":7380626,"speaker":"H","text":"David W. Eventually figures out."},{"start":7380690,"end":7381076,"speaker":"J","text":"I will get my—"},{"start":7381076,"end":7382217,"speaker":"H","text":"I'll wrap my head around it."},{"start":7382217,"end":7388505,"speaker":"M","text":"And while we're here, I've done 4 years on the LCAP. I love the LCAP committee. I'm happy to continue to do it, but it's a good one for—"},{"start":7388505,"end":7393008,"speaker":"G","text":"I was gonna say, I'd love— well, I would love to take it, but I'm also— don't want to take everything."},{"start":7395880,"end":7396397,"speaker":"H","text":"You okay, David?"},{"start":7396397,"end":7396703,"speaker":"G","text":"Yeah."},{"start":7396703,"end":7397833,"speaker":"J","text":"David Li."},{"start":7400173,"end":7400883,"speaker":"H","text":"David. David."},{"start":7400883,"end":7402995,"speaker":"D","text":"Double David on the LCAP."},{"start":7402995,"end":7431075,"speaker":"H","text":"Okay. All right, did I miss any? Evelyn, perfect. All right, let's go on to board representatives. Um, Redwood City Together, that's, uh, an organization which is a collaborative among, um, not only the Redwood City School District The Sequoia School District, Sequoia Healthcare District. There are a lot of different entities. Kaiser's with us."},{"start":7432520,"end":7433856,"speaker":"J","text":"Sequoia—"},{"start":7434227,"end":7456745,"speaker":"H","text":"no, Dignity Health. There's other— the county health is there. There are a lot of different representatives from the county that make up this collaborative. It meets, I think it's 3 times a year. And it's normally on Thursdays from 9 to 10:30."},{"start":7465283,"end":7465706,"speaker":"B","text":"Yeah, good."},{"start":7465706,"end":7519002,"speaker":"H","text":"And Cecilia sits on that too. All right, the Wellness Committee is with our Wellness Director, Petrina Redd, and it meets— I believe she has her meetings down now to just a couple times a year, right? Yeah, 2, maybe 3 times a year, and, and for a few hours. And she is funded— the majority of the matter and how she's funded is through the Sequoia Healthcare District, and there are different initiatives that we have that move forward in this district that are under this Wellness Department. And anyone interested? And they normally meet in the afternoon. Okay, Jim. Anyone else? It'll just—"},{"start":7519727,"end":7520130,"speaker":"K","text":"you okay?"},{"start":7520130,"end":7521829,"speaker":"J","text":"Sure. Okay, David."},{"start":7523935,"end":7529265,"speaker":"H","text":"David L. All right, so the Measure U is just Mike."},{"start":7529967,"end":7530307,"speaker":"B","text":"You okay?"},{"start":7530656,"end":7531457,"speaker":"J","text":"Yeah, you're fine."},{"start":7531457,"end":7561260,"speaker":"M","text":"I mean, lastly, Measure U is the parcel tax. Um, it goes through twice a year. Uh, yeah, and, uh, they just review the, um, all the plans. You'll, you'll see all the plans come through as, as a board member. You're going to see them all on the agenda anyways because we'll always approve them, usually on consent. In fact, we have one tonight. Um, and, uh, they— so then the committee is just the oversight and they review I'm fine."},{"start":7561260,"end":7583284,"speaker":"H","text":"Okay, uh, 2 by 2 by 2. So I know that's Mike. Anyone else? They— we meet anywhere from 2 to 3 times a year. It's normally in the late afternoon. It is at City Hall. Um, it's a pretty group, pretty good group. Uh, the Chief of Police sits on it also."},{"start":7585416,"end":7585964,"speaker":"G","text":"One of the Davids."},{"start":7585964,"end":7594640,"speaker":"H","text":"Or he'll do the, you know, they're not virtual. You have to be in person. Is that okay?"},{"start":7594640,"end":7597099,"speaker":"J","text":"What day?"},{"start":7597099,"end":7611543,"speaker":"H","text":"Days normally. They always send out this doodle, right? And then everybody's all over the place. She handles the doodle. So it's a doodle and So Evelyn takes care of that."},{"start":7611543,"end":7615156,"speaker":"C","text":"There's no set date. It's just whenever people are available."},{"start":7615156,"end":7620729,"speaker":"H","text":"As a combination of both."},{"start":7620729,"end":7622083,"speaker":"B","text":"Yeah."},{"start":7622083,"end":7623598,"speaker":"D","text":"How much advance notice?"},{"start":7623598,"end":7627700,"speaker":"H","text":"Anywhere from 2 to 3 weeks."},{"start":7627700,"end":7628698,"speaker":"E","text":"Yeah."},{"start":7628698,"end":7634897,"speaker":"H","text":"If everybody completes their doodle. Evelyn does mine, so I have no worries about that. Mine's sent right away."},{"start":7634897,"end":7635203,"speaker":"A","text":"Yeah."},{"start":7635299,"end":7642288,"speaker":"C","text":"And there are times where We'll have to do a second doodle because the times that are sent do not work for everyone."},{"start":7643254,"end":7645891,"speaker":"G","text":"So sounds fun for you guys. Wait, what was the frequency again?"},{"start":7645891,"end":7647719,"speaker":"H","text":"It's about 3 times a year."},{"start":7647719,"end":7652137,"speaker":"G","text":"3 times a year. I mean, I think I could figure it out, but how do you feel?"},{"start":7652137,"end":7655615,"speaker":"H","text":"I'll let you know. Sounds exciting though."},{"start":7655712,"end":7657646,"speaker":"I","text":"At some point I'd like to join."},{"start":7657646,"end":7658995,"speaker":"H","text":"Okay, David L."},{"start":7661519,"end":7661665,"speaker":"F","text":"Okay."},{"start":7664563,"end":7671019,"speaker":"H","text":"Stanford University RCSD committee. We haven't done one really."},{"start":7671019,"end":7675178,"speaker":"D","text":"I was gonna say, I was very excited to join as a Stanford alum, and I don't think we've met once."},{"start":7675178,"end":7713779,"speaker":"H","text":"Probably not, because I still need— I need to check with Stanford because the meetings that I go to have to deal with the collaborative that we're part of with them, and the collaborative meets— we meet several times a year. And then all the other pieces with this group are the relationships that we have with Stanford, one being mental health, the other one being community schools, and the other one being long-term English language learners. So, but it hasn't— this, this one has not met, this one here. Let me check into that."},{"start":7713779,"end":7713909,"speaker":"E","text":"Okay."},{"start":7717848,"end":7727248,"speaker":"H","text":"And then the Chamber of San Mateo County Education Committee. It's every month. It's the first Wednesday of every month at 12 o'clock. It's all virtual."},{"start":7727248,"end":7742326,"speaker":"M","text":"And I'll point out that historically you only had one person on it. Historically, Janet, when Janet got— was worried that she wasn't gonna be able to go, she asked for someone else to join as well. But right, so And get to or, or stay."},{"start":7742423,"end":7748493,"speaker":"H","text":"And then if one can't make it, the other one can sign up. Joan Dentler is there, you know, Mario was there."},{"start":7748767,"end":7749153,"speaker":"J","text":"They always—"},{"start":7749186,"end":7773868,"speaker":"H","text":"they're always doing reports from state legislation, and they— we always have to do— superintendents out there need to do education updates, what's happening in the district. They're virtual, and I, like I say, they're from 12 to 1. They start at 12 and they And at one, because, you know, we're all busy. Go ahead."},{"start":7773868,"end":7775823,"speaker":"E","text":"Based on what?"},{"start":7777191,"end":7785229,"speaker":"C","text":"Based on what Mike just said, um, that usually is one person. Is the second person like the alternative in case the other person has to go? Are they both?"},{"start":7785519,"end":7786872,"speaker":"H","text":"Okay, you can both go."},{"start":7787435,"end":7787644,"speaker":"J","text":"You have—"},{"start":7787983,"end":7791364,"speaker":"H","text":"sometimes you have people from both, or 2 people from the same organization."},{"start":7791461,"end":7794896,"speaker":"C","text":"I mean, if it's virtual, I could probably do that and Yeah, they're all virtual."},{"start":7795106,"end":7797635,"speaker":"H","text":"They're not in person anymore. They haven't been in person since the pandemic."},{"start":7797635,"end":7799490,"speaker":"C","text":"Okay, sure, I'll do that."},{"start":7799490,"end":7800255,"speaker":"I","text":"Okay."},{"start":7800516,"end":7807375,"speaker":"H","text":"All right, I think we got them right. Perfect."},{"start":7807456,"end":7814420,"speaker":"M","text":"All right, uh, let's move on to the consent agenda."},{"start":7814728,"end":7818332,"speaker":"H","text":"Um, can I have a motion to approve the consent agenda?"},{"start":7818332,"end":7820475,"speaker":"D","text":"I move we approve the consent agenda."},{"start":7821884,"end":7822257,"speaker":"B","text":"Second."},{"start":7822257,"end":7822985,"speaker":"G","text":"All those in favor?"},{"start":7822985,"end":7824410,"speaker":"M","text":"Okay, all in favor."},{"start":7824410,"end":7825737,"speaker":"I","text":"Aye."},{"start":7825737,"end":7828699,"speaker":"A","text":"Awesome."},{"start":7829120,"end":7850445,"speaker":"M","text":"Then we're on to action items. 12.1 is approval of the first interim budget. Wait just a second. We normally would take a break at 9. Obviously today we had a huge break in the middle, but I just wanted to make sure that that's okay with everyone, that we're just gonna— I was thinking we We would just power through because we had the reception in there, but I just want to make sure because— okay, great. Let's go."},{"start":7850445,"end":7853025,"speaker":"J","text":"I'll make sure not to take more than an hour."},{"start":7853025,"end":7868324,"speaker":"C","text":"And can I say something before you begin?"},{"start":7868324,"end":7868937,"speaker":"J","text":"Sure."},{"start":7868937,"end":7877637,"speaker":"C","text":"Just because now we don't have the Old board members, are we supposed to vote on how much time we're gonna extend past 9 o'clock?"},{"start":7877637,"end":7878893,"speaker":"M","text":"That's at 10."},{"start":7879135,"end":7879554,"speaker":"H","text":"That's at 10."},{"start":7879651,"end":7879893,"speaker":"I","text":"Okay."},{"start":7880200,"end":7880393,"speaker":"C","text":"Yeah."},{"start":7880765,"end":7880926,"speaker":"D","text":"Okay."},{"start":7881103,"end":7882927,"speaker":"M","text":"Break at 9, extension at 10."},{"start":7883040,"end":7883217,"speaker":"B","text":"Okay."},{"start":7887647,"end":7887824,"speaker":"I","text":"Yeah."},{"start":7887824,"end":7904357,"speaker":"J","text":"And I'll try and make sure that I'm not the reason we have to extend the meeting tonight. Good evening, members of the board. Tonight we are here for the presentation of the First Interim Financial Report. Slideshow works."},{"start":7904536,"end":7904763,"speaker":"G","text":"There we go."},{"start":7904763,"end":7951296,"speaker":"J","text":"Uh, that goes over our financial condition between July 1st and October 31st of our current fiscal year. Uh, this falls in line with the annual budget cycle that you see up on the screen, uh, highlighted, uh, at step number 4 is the first interim report. Our annual budget cycle starts, uh, That's step 1 with the budget and LCAP adoption, which includes a public hearing in June, uh, going through unaudited actuals, uh, till we get till tonight. Starting in January, we'll expect the governor's proposed budget, uh, then going into the 2nd interim report in March, uh, that covers expenditures between July 1st and January 31st. Excuse me. And then we start budget development again to start the cycle."},{"start":7951296,"end":7951521,"speaker":"B","text":"Thank you."},{"start":7952769,"end":8059200,"speaker":"J","text":"Over, uh, once again in June, uh, with the same cycle going forward with the public hearings, uh, and the annual adoption. Overview of, uh, the first interim. I'll go through this briefly. Education Code 42130 requires that we have a report, uh, for the first interim that covers July 1st through October 31st, as I said, the second interim report through January 31st. And then if we're in the position where we self-certify as qualified or negative at second interim, we would then be required to provide for approval a third interim report that covers through April 30th. At each interim report, not at budget adoption, we do self-certify either positive, qualified, or negative. Positive means we can meet our financial obligations in the current plus our 2 out years. Qualified means we may not, and negative is saying that we will not, essentially for that. So going to the end of the presentation right now, so to speak, we are certifying our first interim report for fiscal year 24-25 as positive. So as we start this and we go down this, we build the budget, we look at the first interim and second interim based on assumptions of the current year. And the 2 out years. On here are some of the assumptions that we used in the creation of the first interim. I will note that for '24-'25, any numbers that could be updated at this point have been and incorporated into the first interim, such as district enrollment, that we use our number based off of our data day, or referred to as CBEDS day, as the first Wednesday in October."},{"start":8059200,"end":8059409,"speaker":"I","text":"Thank you."},{"start":8060070,"end":8085690,"speaker":"J","text":"As well as our unduplicated pupil percentage. Our LCFF funding COLA remained unchanged from the assumptions that were made in the fall. Our CalSTRS and CalPERS employer contribution rate to our retirement systems— this CalSTRS remains the same at 19.1%. CalPERS employee rate— employer rate was updated during this time."},{"start":8085690,"end":8085890,"speaker":"M","text":"Thank you."},{"start":8086359,"end":8136892,"speaker":"J","text":"Step and column is traditionally 1.5%, which covers movement on the salary schedules. And then as people retire or leave the district, new employees coming in with a blended average of about 1.5%. Our property tax increase, which is notable to a district— we are a community-funded district, which is different than an LCFF or local control funding formula district where Our property taxes exceed, meet or exceed the amount the state would have funded the district on a per-pupil basis. So we closely monitor this. Our first property tax report of the '24-'25 fiscal year puts us at about 4.02% increase in property tax. So we are seeing a revenue increase, not quite as high as we made the assumption at budget adoption of 5%."},{"start":8136892,"end":8137277,"speaker":"I","text":"Thank you."},{"start":8138322,"end":8191473,"speaker":"J","text":"We are at this point with the information we have staying with 5% in our 2 out years, and that will be subject to change. Likely will not increase, but would go down if we have better information when the second interim or budget adoption comes, where we would update those numbers. Now going into Fund 01, which is also known as our general fund. This is the bulk of our spending in the school district. These are the revenues adopted budget or first interim compared to adopted budget. So remember that the adopted budget, the public hearing is in early June, the adoption is in later June. The governor's budget, the trailer bills all usually happen right around budget adoption or a little bit later. So we don't always have all the information at the time that we're asking our board to approve the budget."},{"start":8191473,"end":8191794,"speaker":"H","text":"Thank you."},{"start":8192452,"end":8243217,"speaker":"J","text":"So with that, we make any noted changes, additions, as well as closing of the previous fiscal year through the un-audited actuals process. And then we take our expenditures, encumbrances to date, and add them into our first interim report. So on here on revenues, you can see it's a total. We've gone up by about $4.2 million in revenue. Of note, the majority of that money is in the restricted column, right? So it's not unrestricted general fund dollars. And you can see that the almost 1% difference in our property tax base lowered our LCFF sources of revenue by about $650,000, right? What's important about that as we look into our multi-year, right, we base our multi-year projections off of the current year."},{"start":8243217,"end":8243342,"speaker":"B","text":"Yeah."},{"start":8244090,"end":8271265,"speaker":"J","text":"So our 5%, even though we're going up in our out years, is going to be a little bit less in each of those years because our starting number is now $650,000 less. Federal revenues and local revenues— federal revenues increased mainly because of title funds, a difference in title funds coming in this year, and local revenues were grants that we've received as well as carryover from the prior fiscal year."},{"start":8271265,"end":8271432,"speaker":"C","text":"Okay."},{"start":8272159,"end":8299501,"speaker":"J","text":"That makes up the difference of that $4 million to the positive. Here's a breakdown of our revenue in Fund 01, breaking out our LCFF base, our EPA— it's our Education Protection Account, which is part of the LCFF formula, funding formula. Later on in the year at budget adoption, you'll see where we've spent our Education Protection Account money, which is on teacher salaries."},{"start":8299501,"end":8299908,"speaker":"I","text":"Thank you."},{"start":8300684,"end":8620509,"speaker":"J","text":"Right? So that goes 100% to teacher salaries. Our supplemental and concentration funds that are, I'll say, gained or brought through the LCFF base is based on our unduplicated pupil count that provides those supplemental and concentration funds to assist the students that are oftentimes highest in need that meet our 3 subgroup categories. Federal revenues, other state revenues, lottery is about $1.6 million, along with our Measure U parcel taxes bringing about $1.6 million to our school district. And this year, at first interim, we are transferring in $8.725 million from our Fund 25, and we'll talk about that in a couple of slides. So here's a breakdown showing that about 56% of our money Comes from our LCFF base, or about 63 or 64% in total from LCFF, and then the percentage breakdown of our other revenue sources. Going into expenditures, you know, a big difference of about $8 million compared to our budget adoption in June, and was primarily in 2 areas where those differences. came to fruition, if you will. The first being the CSEA settlement that was board approved in early August that also included retro back to July 1st, 2023-24 fiscal year. So those associated increase in our classified salaries and employee benefits are captured in our first interim report. And then the other area with significant changes is our services and Operating expenses of about $4.2 million, which was predominantly increases in services for our special education program. So here's the breakdown of our expenditures by percentage, showing that, you know, nearly 80% of our expenditures are for our employees. And another graphical representation with, I'll say, a snapshot of the types of positions or the types of expenditures that we're making in each category. And once again, showing that if we add employee benefits, classified salaries, and certificate salaries together, we're at around 78%. Generally speaking, most school districts in California are somewhere between 77% and 81%, uh, at any given point, uh, based on their current expenditures. Uh, here's a Sankey chart just showing the Fund 1 snapshot. These are taken directly from our SACS forms, broken down as SACS breaks them down. Uh, there is another slide in here that we'll talk about in a minute, but this shows the different, uh, revenue sources against all of the different expenditures that we have to identify in SACS as we prepare this for submission to the county and the state. So this snapshot legend is really for the next slide that groups some of our expenditures together into this slide, which shows our total expenditure budget of $151.4 million. And then teacher classroom support, administrator and supervisors, both certificated and classified, general classified support that is outside of the classroom, such as our M&O department, custodial, technology, our benefits, books and supplies. And then the bottom 2 are our contracted services, also referred to as our 5000s. And that's broken out between contracted services for pupil support. So those are Approximately $19.5 million that are going to direct support of students for programs and students' programs and services, and then about $9.9-$10 million for our other services that we have to pay for, you know, water, garbage, electricity, turning on the lights, that type of thing. So we look at our ending fund balance, and the change really from here is the decrease in our transfer-in from $9.7 $7.25 million at budget adoption to $8.725 million. So we're able to reduce that, which we'll still be working on reducing throughout this fiscal year through second interim and through budget adoption. We expect that to lower, I'll say significantly at this point. We'll know more at second interim as we go through this. And you can see the decrease in ending fund balance. So when we get to multi-year projections, Uh, the district is required to do current year plus our 2 out years to show fiscal solvency. Uh, this first slide is our multi-year projection at budget adoption, right? So, um, and this is a combined restricted and unrestricted. The other attachment on the board cover, and that we've discussed, is where it breaks out restricted and unrestricted, but this is a simpler version to have a discussion about."},{"start":8620509,"end":8620685,"speaker":"I","text":"Thank you."},{"start":8621263,"end":8782840,"speaker":"J","text":"And to show just overall where we're at. Of note on here, and really the only numbers that I'm going to point out on this one at budget adoption, is the fiscal stabilization plan that's highlighted in very light red and red numbers. In June, we were projecting needed cuts, and at that time unidentified, of $7.5 million for '25-'26 and $4.85 million for '26-'27. So when we move forward to our multi-year projection at first interim, this one is now current. There's some significant changes. First, I'll note that fiscal stabilization plan measures are no longer on the multi-year projection. We are showing the transfer in of $8.725 million this year, which I said will reduce the $4.8 and $3. 2 in each of the out years. I expect those to probably be 0 by the time budget adoption comes. As we've talked about internally as well, after we get back from winter break, then we start the normal business of the school year, right, that we do on an annual basis between our HR department, business services, along with ed services, and of course our superintendent, right, getting into a small room. Thank you. Hammering it out, been working with our sites individually, working with our sites together and our departments to make those decisions that we need to, that we would in any given year. And that's taking into account our current enrollment, our projected enrollment, kids we know that are coming, kids we don't know are coming, and kids that we don't know are leaving yet. Parents and students are really fast to tell us they're coming and really slow to tell us they're leaving, which creates our own challenges as we try and project out for our staffing needs for the next year. So that's the work that starts immediately. We do have those transfers in. We're not calling them unidentified now because we're back to kind of a normal place in time. The work that staff did, all of us here, our school sites, our principals, our student— our school site committees, and that was brought to the board last week for approval with the One budget renewal process that was also approved along with the PKSs that came really helped our budget when we look at our multi-year, right? Not a lot in the current year. There was some savings, but really what we did was we eliminated the one-time funds that we had no more of after this year, right? So some of those positions that were one-time funded went away through the PKS process."},{"start":8782840,"end":8782985,"speaker":"E","text":"Thank you."},{"start":8783593,"end":8891617,"speaker":"J","text":"And because of the work done with the school sites, some school sites decided not to do other programs and services and keep some of those programs and services. But we've accounted for, I would say, you know, 97, 98% right now, and we're still going through it to make sure that we have 100% of the one-time money eliminated from the future budget, right? That's going to help us be more stable as we go forward. And we go back to— I know I've already said it once or twice, but kind of that normal process in the school year. That we go through every January and February in preparation for March and in preparation for the next school year. So with this, those— what was approved last week has been taken out of our '25-'26 fiscal year as well as our '26-'27 fiscal year, which dramatically changes our picture as we look forward to the better, right? It doesn't mean we're free and clear and we have no work to do. But The work is a little bit different now, and we get to move forward and and try and do the best we can for all of our students by providing all the necessary resources and programs, both that we want to do and those that we are legally required to do. And that's the work that continues. So when we go into this, you can see on here the ending balance in each of those out years. This is combined unrestricted and restricted are. unrestricted ending fund balance is pretty stable or pretty flat through these 3 years, uh, which is really determining health, uh, of our district. We are able to meet the reserve for economic uncertainty in each of these 3 years, um, at $4.5, $4.3, and $4.4 million respectively. Uh, one of the questions and discussions we had is the board-mandated reserve, uh, which we're working towards that again."},{"start":8891617,"end":8891761,"speaker":"D","text":"Thank you."},{"start":8892418,"end":8946032,"speaker":"J","text":"Uh, we'll have further discussions with the board about that in the future, but as a community-funded district, it will be important if we can start putting money back into that in order to have that stability when we have fluctuations in property taxes, um, that we're counting on on an annual basis, uh, but don't always materialize, right? We're still fortunate that we're continuing up, uh, but even, you know, 1 or 2% could make a difference if we're Looking at funding positions with that and keeping programs and services operable. Going forward into this, this is our expected balances at the end of '24-'25 for funds 12 through 40. I will make note of just one on here. That's our cafeteria fund where you see quite a big difference in comparison to other years of minus $1.2 million between now and then. A couple things are happening. One, we have a large fund balance."},{"start":8946032,"end":8946194,"speaker":"A","text":"Thank you."},{"start":8946853,"end":8971586,"speaker":"J","text":"traditionally in that fund. And we've made a complete 180 in our CNS program this year. Before, we were contracting out for the majority of our services other than our employees at the school sites, but we've gone to— from contracting out for our food service to 100% self-operating food service."},{"start":8971586,"end":8971907,"speaker":"E","text":"Thank you."},{"start":8972631,"end":8998899,"speaker":"J","text":"We are bringing in higher quality foods. We are bringing in different ways from cooking to how we're doing linens and towels. That's our discussion right now with food services, trying to rid ourselves of waste and having higher quality products even for our staff to use. So the work going on there, you know, the budget work there, the initial outlay of funds for that."},{"start":8998899,"end":8999077,"speaker":"D","text":"Thank you."},{"start":8999633,"end":9079644,"speaker":"J","text":"But one thing we are seeing, and we'll have numbers to share with the board probably late winter, early spring, we are seeing, you know, anywhere between a 15% and 25% increase in participation rate at school sites, which is huge, right, on a year-over-year basis, which will bring in more money to the program as well. So we're going to pay more to get higher quality, but we're also increasing our participation rate. participation rates, which will bring in more money for the program. So right now we're spending a little bit more than we're bringing in, but if we can see this continued trend of upward, um, participation, it's a positive for that program. And I think we're doing some really neat things there that we haven't been able to do in the district before. Change is slow, but it's making an impact already. Then going on, areas to monitor. As always, we have negotiations that will start again with both of our bargaining units, I believe both in February, Wendy, if I'm correct. We fully expended the one-time funds as of this year. We've taken action for that last time, but we still have to make sure we've got everything. We're going through and checking everything twice, so to speak. Enrollment's going to be a big one, and we'll start that as soon as we get back, along with Jorge and his teams."},{"start":9079644,"end":9079888,"speaker":"E","text":"Thank you."},{"start":9080808,"end":9108009,"speaker":"J","text":"Uh, on what they're seeing, and then looking at our demographer reports and making decisions about school sites, classrooms, uh, and grade levels, which directly impacts staffing. Uh, and then we'll eagerly await the anticipated state budget, uh, really for specialized programs and services that it may fund more so than the LCFF COLA, which will be included in that, uh, because of our basic aid or community-funded status."},{"start":9108009,"end":9108185,"speaker":"I","text":"Thank you."},{"start":9111186,"end":9187085,"speaker":"J","text":"So next steps: the proposed budget, our second interim report in March, and then in the spring with budget development, and then Anna and I bringing back the LCAP and the budget for public hearing and adoption respectively. I will say before I turn it over for questions, I think we're in a much stronger place than we were in August— or excuse me, in June. Certainly in August as well. But when we had budget adoption, the work that's happened, the— I'll say the sense of urgency and the thoroughness that we went through on that. I can't understate how important that was to, you know, eliminate that in future years, that funding and those— that and whatever position came of that, right? And being able to unfortunately go back to a place where it's almost pre-pandemic in some ways in terms of funding, uh, but knowing that we brought in a lot of programs and services and the schools that needed those programs and services were able to keep the majority of them, uh, by making decisions at the school site level, uh, for what their school site needs. So, um, you know, everything could be better, but it could be a lot worse, and we're working towards better every time. So with that, I'll turn it over for any questions or comments."},{"start":9187085,"end":9201040,"speaker":"M","text":"Thanks, Rick, for the presentation. Um, and thanks— I know you took some time to meet with Many of the board members. I don't know if you got to everybody, all of them great beforehand to sort of dive through that. With a Tuesday night meeting, that must have been speed rounds over the last 2 days."},{"start":9201260,"end":9203780,"speaker":"H","text":"So yeah, I appreciate it."},{"start":9203780,"end":9218640,"speaker":"M","text":"And thanks for adding in the MYP from budget adoption. I think it's helpful to see sort of where we were and where we are now. With that, I'll see if anybody wants to start. David, why don't you start again? You did such a great job the first time. Like, we'll go right to you if you have questions or comments."},{"start":9218640,"end":9221369,"speaker":"G","text":"It was so comprehensive. But I have nothing at the moment."},{"start":9223990,"end":9227461,"speaker":"M","text":"Okay, great. Okay, Cecilia."},{"start":9227461,"end":9241216,"speaker":"C","text":"That's going to be the same thing. We actually spoke this afternoon, and so, you know, thanks again to you and your team, obviously, for doing all this work, and obviously everyone, right, in Redwood City involved. So thank you."},{"start":9241216,"end":9303521,"speaker":"D","text":"Great to see all the hard work of getting to something that we can stand by and that Maybe a path forward for stabilized budget for the, for the district. Something that, that Rick and I talked about was just sort of like refresher for members of the public that, you know, because we're funded by property taxes, that funding increases generally when properties turn over because property taxes are capped in their increase year over year. So we count on turnover, but we've got high interest rates right now on mortgages, which means the rate The rate at which properties are turning over is low because not a lot of people are super excited to finance a 30-year mortgage at like a 7% interest rate. Looking like rates may be coming down, that could bring up turnover rates. The actual value of real estate property seems like it's holding pretty well. Turns out people want to live here in the Bay Area. Housing stock's relatively restricted. So things have held their value, and I have some hope that rates will come down and that we'll be able to see more turnover. turnover, and that'll in turn provide more funding for our school district."},{"start":9303521,"end":9391751,"speaker":"M","text":"Yeah, the, um, budget renewal initiative that, that you all ran, it was, you know, it's kind of a big significant step from the budget adoption, um, to, you know, it sort of lets us stabilize it in the MYP. So that was great. Um, so thank you, staff and leadership, and I know it was pushed out to the sites, um, you know, of identifying And really making these decisions while keeping student learning really at the center, student learning and wellness actually at the forefront. And it's encouraging that it gives us a, you know, goes back to the normal kind of planning that you keep saying, and gives us kind of a breathing room to really think about like strategically how we want to deal with the budget. And so that's good. At the same time, though, you know, we are still deficit spending. It's still predicted to be deficit spending. So I don't think that But, you know, it's always like, you know, we have to keep it— just means that we have to keep a focus on it and make sure that the diligence is there. And there's probably still room for further optimizations in the future, but obviously we don't have to do it now. And then there's still room for advocacy for people that want to get involved. If you see sort of the rates of CalPERS, notably CalSTRS too, in the past, the state has taken action to help reduce that burden on school districts. Um, and that's an opportunity to sort of say, hey, is there something that can happen there to, to help out for, for schools here? Um, anyways, I look forward to, you know, continuing these conversations in the future."},{"start":9391815,"end":9391993,"speaker":"G","text":"Thanks."},{"start":9391993,"end":9392963,"speaker":"J","text":"Thank you."},{"start":9395465,"end":9401362,"speaker":"M","text":"This is an action item, uh, so we need to approve the interim budget. Uh, does anyone want to make a motion to approve it?"},{"start":9401362,"end":9403349,"speaker":"D","text":"I move we approve the interim budget."},{"start":9403825,"end":9404705,"speaker":"M","text":"Is there a second?"},{"start":9404705,"end":9406271,"speaker":"C","text":"Second."},{"start":9406271,"end":9407967,"speaker":"M","text":"All in favor?"},{"start":9407967,"end":9414978,"speaker":"I","text":"Aye."},{"start":9414978,"end":9425477,"speaker":"M","text":"Hey, Board and Superintendent Reports. Um, does anybody have anything to report? We met just last Wednesday. Um, yeah, great, perfect, awesome."},{"start":9425477,"end":9471973,"speaker":"C","text":"Just a quick little thing. Um, so I actually went with Elisa to Clifford this morning. Um, I'd never been to a K-8 school before, so that was an interesting experience for me. But that made me think about a question for Anna. Um, the dashboard, is that just K through 5 or is that K through 8? It's K through 8 for us. Do we ever split it that we look at K through 5 and look at middle school separately? Um, not in the K-8s, but just as comprehensive we do. We can— Jenny would have to disaggregate just the 6 to 8 to see the differences. Um, but typically we get the each Each school gets their information as a group, a lump of that information. We can disaggregate it a little bit. She gets all the information. She'd have to disaggregate it, um, if you'd like to see it that way. Okay, follow up with you later."},{"start":9472442,"end":9472845,"speaker":"B","text":"I just—"},{"start":9472845,"end":9481051,"speaker":"C","text":"yeah, for me, just seeing a K through 8 and also seeing the difference between an elementary school and a middle school, it's an interesting kind of melding."},{"start":9481051,"end":9486937,"speaker":"M","text":"David Weekly, Cecilia, anything important? Dr. Baker?"},{"start":9488332,"end":9553882,"speaker":"H","text":"Well, I was invited to Henry Ford last week, the kindergarten teachers, and I see Ms. Barstad still on. Kindergarten classes making gingerbread houses. It was really great to see. Teachers did a wonderful job of making sure that everything was ready for them, very well organized, and no chaos. No, there was none. I mean, kids were making their gingerbread houses and went around and talked to some of them at the same time. And this little guy, future architect, and I thought, is this a fence? No, it's a retaining wall. And they go, we just had one of those retaining walls put in several months ago. And I go, I know about retaining walls, about the water. And I was not even thinking the water. So great conversation. But they did a wonderful job, the K teachers, in putting that together. They were in the cafeteria right before lunch. And Kids did a great job. All different types of different candies that they were putting on pretzels and so forth. It was great. It was— did a fantastic, fantastic job. So a big shout out to the K teachers at Henry Ford."},{"start":9555070,"end":9582154,"speaker":"M","text":"And you reminded me that you hosted a wonderful district breakfast on Friday. Oh yeah, we did. For all the staff. And so what reminded me was just seeing all the principals that were coming in and teachers in sort of their spirit wear. Because they were all doing seasonal activities and stuff. That was a lot of fun. All right, moving on. Um, correspondence— anyone have correspondence to report? Um, how about other business or suggested items for future agenda? Any, any changes to the board calendar?"},{"start":9582154,"end":9630948,"speaker":"H","text":"There is one. January 10th, you all have that on your calendars as off-site, and it'll be different times and That's for the Twitter to plan. But we're starting out with David Lee and Jennifer first. Oh, we're starting out with David Lee and Jennifer first. So from about 9, we'll go from about 9 to probably about 11:30, and then with the others starting at 12 and ending at 3, all of us. I'm trying to see if we can get the CZI on that date. So, and then lunch will be provided, slight breakfast for us, and then move forward."},{"start":9630948,"end":9640148,"speaker":"C","text":"So just a note on that, I believe we have a Spanish advisory scheduled for that day. So we just have to reschedule."},{"start":9640196,"end":9640926,"speaker":"H","text":"We're going to reschedule."},{"start":9641136,"end":9641298,"speaker":"I","text":"Okay."},{"start":9646067,"end":9647636,"speaker":"C","text":"So this will be a study session."},{"start":9647636,"end":9660608,"speaker":"H","text":"It's going to be an offsite, so I'll work with Lauren to get the wording for you. All right."},{"start":9661610,"end":9665359,"speaker":"M","text":"Okay, first meeting as a new board. Does someone want to make a motion to adjourn?"}]}